University of the Arts London Biodiversity Action Plan /17

Transcription

1 University of the Arts London Biodiversity Action Plan /17

2 Foreword provided by the London College of Fashion (March 2013). The London College of Fashion appreciates the significant role that fashion plays in the consumption of natural resources and the environmental impact of fashion production processes. As such LCF has a clear responsibility to educate the next generation of fashion designers and entrepreneurs to consider how they can make a positive contribution to developing more sustainable practices within the fashion industry. The image on the cover of this plan is taken from the LCF Mare Street site and is one of the vegetable patches from our community garden The United Nations declared 2010 to be the International Year of Biodiversity. Biodiversity is being lost at a greatly accelerated rate because of human activities and yet it is also human activity that offers the best hope of arresting this decline and potentially of reversing it. LCF wanted to recognise this and to make a small step to supporting bio-diversity across its campus. The College and University is clearly limited in what it can achieve given its central London location and limited outdoor space, however active engagement in environmental initiatives, even small ones, has the benefit of keeping the issue of sustainability current as well as engendering a feeling that the actions of individual students and members of staff can make a difference. Furthermore, small parcels of green space in urban landscapes play a very important role in maintaining biodiversity within central London, so with initiatives such as the planting of an orchard on our Mare Street campus, the digging of a pond and planting of a wildflower meadow at our Lime grove campus we aim to make a positive contribution to the bigger picture as well as for the birds, bugs, frogs and bees that may visit our new spaces. This action plan contributes to the UAL Environmental Management System which is the University s attempt to highlight how it not only teaches sustainability to UK-based and international students but is also organisation that aspires to be as sustainable as it possibly can be in its day-to-day activities.

3 INDEX PAGE 1. Introduction 1.1 Why is biodiversity important? 1.2 The need to conserve biodiversity 1.3 The national framework 1.4 The UK Biodiversity Action Plan 1.5 Local Biodiversity Action Plans 2. How does the Biodiversity Action Plan fit in with other schemes? 2.1 Sustainable development and the Design Brief for Sustainability 2.2 Our Environmental Management System 3. The next steps 3.1 Biodiversity Action Plan, our key objectives, co-ordination and implementation 3.2 Baseline information 3.3 Survey and monitoring 3.4 Reporting 3.5 Review 3.6 Advice 3.7 College biodiversity action plans Appendices Site Inspection Checklists (example provided from Lime Street, LCF).

4 INTRODUCTION 1.1 Why is Biodiversity Important? The term biodiversity was coined at the Rio Earth Summit in It comes from biological diversity and means the whole variety of life within the natural world which both surrounds and sustains us. This also includes us. It is not just rare species of animal and plant life but covers the entire spectrum of life. Biodiversity includes not only all species of plants and animals, but also their genetic variation, and the complex ecosystems of which they are all part. Biodiversity is vital to life and, in its simplest terms, enables life to exist on the earth. It provides the air we breathe, the food we eat, the materials we use and the medicines we take. These are all linked together in a complex web with every plant and animal having its own small part to play. Within the context of a university, biodiversity can make the world of difference to the environment in which we teach, learn and work. There are the obvious health benefits and also psychological benefits. It may also be a determining factor in the retention of staff and recruitment for students. Biodiversity, meaning biological diversity, encompasses the variation of life on earth and in its simplest form; it is measured by the number and variety of species in an area. On a world scale the rate of loss is now recognised to be a cause for serious concern, requiring concerted international action to prevent continued loss of biodiversity. Biodiversity may appear an abstract term but it has an effect on us in many ways and on a variety of levels. Biodiversity can contribute to many aspects of human wellbeing, from providing us with raw materials to contributing to our health. Biodiversity is often overlooked at universities. Many institutions are now taking steps to improve their environmental performance on issues such as carbon emissions, energy, waste and transport but few consider biodiversity to be a priority within their environmental strategy. However universities can provide highly valuable resources for biodiversity. Although a majority of our buildings are contained within an urban environment they contain important habitats and there are always opportunities to increase biodiversity through sensitive grounds management. This brings benefits for staff and students and can provide good publicity. Creating green spaces can send a positive message about a university s commitment to social responsibility and sustainability regardless of whether you are a rural or inner city institution. At an institutional level, biodiversity can provide biological rich green spaces that can contribute to the health and wellbeing of its staff, students, stakeholders and suppliers. All of us recognise in one way or another that our natural environment, ecosystems and biodiversity provide many services to us for free and whilst we dominate this planet we still need to preserve the diversity in ecosystems, habitat and wildlife.

5 1.2 The Need to Conserve Biodiversity The world is losing biodiversity at an increasing rate, mainly as a result of human activity. The UK alone lost 100 species in the twentieth century, with many more species and habitats in danger. On a world scale the rate of loss is now recognised to be a cause for serious concern, requiring international action. Loss of biodiversity impacts upon mankind in a number of ways: 4 Ecosystems natural systems provide our basic life-support structures. These provide our soil, food and oxygen. The natural world provides pollution control, for example forests to fix carbon and flood control, for example lakes and marshes to absorb floodwater. Products almost all of our food, fuel, medicines, cosmetics and construction materials are a product of biodiversity. Quality of life the natural world offers enjoyment, health, spiritual enrichment, learning, cultural diversity and artistic inspiration. Economic development thousands of jobs rely on our natural environment, including agriculture and eco-tourism. Knowledge the pursuit of scientific discoveries. As climate change is felt more and more, our plants and animals will be put under great pressure. Linear habitats such as road verges, railway embankments, river and stream corridors, ditches and hedgerows will become lifelines by which species that find themselves in the wrong place through climate change, might be able to shift their ranges and colonise new areas. Isolated sites, like many of our nature reserves, may become unsuitable for the plants and animals that they were designated to conserve. Gardens may also play an important role as multi-habitat zones linking together fragments and corridors of habitat, with the involvement of the public. Corridors and habitat stepping stones should be encouraged throughout the landscape. 1.3 The National Biodiversity Framework, The UK Biodiversity Action Plan and the UAL Biodiversity Action Plan Since the publication in 2007 of Conserving Biodiversity the UK approach, the context in which the Convention on Biological Diversity (CBD) is implemented in the UK has changed. Strategic thinking in all the four countries (England, Northern Ireland, Scotland and Wales) has pursued a direction away from a piecemeal approach dealing with different aspects of biodiversity and the environment separately, towards a new focus on managing the environment as a whole, with the true economic and societal value of nature properly acknowledged and taken into account in decision-making in all relevant sectors. International drivers have also changed. In October 2010, 192 governments and the European Union came together in Nagoya, Aichi Province, Japan, to reach an historic agreement to take action to halt the alarming global decline of biodiversity. The resulting Strategic Plan for Biodiversity , with its five strategic goals and twenty new global Aichi targets sets a new global vision and direction. The UAL Biodiversity Framework aims to replicate these strategic goals and positively contribute to Aichi targets. Therefore the four strategic biodiversity goals are:

6 1. address the causes of biodiversity loss; 2. reduce direct pressure on biodiversity and promote its sustainable use; 3. to improve the status of biodiversity; 4. to enhance the benefits of biodiversity. 1.4 Local Biodiversity Action Plans The University occupies buildings in four London boroughs. Each produced a biodiversity action plan that covered the period Broadly, each action plan aims to increase biodiversity but the priorities within each borough differ slightly. It is important the University is aware of local priorities to ensure we operate our estate in accordance with strategic planning frameworks. A breakdown of priorities is shown in the appendices. Our plan will be updated to reflect new Biodiversity Action Plans as they are approved by each London borough in the coming months.

7 2.0 How does the Biodiversity Action Plan fit in with other schemes? 2.1 Sustainable development and the Design Brief for Sustainability This guidance note is designed to act as a prompt to those involved in the development process to consider not only those nature conservation aspects of projects that may have specific requirements, but also the wider issue of biodiversity. Developers, and those involved in advising upon or regulating development, should be aware that some species and habitats are protected by legislation. Equally, they should be aware that as part of the planning process, specific requirements in relation to the assessment of nature conservation interests exist. But the opportunity to conserve and enhance the population and range of species and habitats (biodiversity) goes well beyond simply complying with legislation relating to protected species and habitats. With care, the development process can make a positive contribution to the rich and varied wildlife of Richmondshire and with it improve the quality of life for residents and visitors. Bearing in mind that the best conservation option is to protect and manage existing good habitat and that enhancing degraded habitats and re-creating habitats are of secondary value, the BAP supports some basic principals related to the development process. These are protection of BAP habitats, for example Sites of Importance for Nature Conservation (SINC), backing for the precautionary principle, which is to demonstrate caution when wildlife might be adversely affected, no net loss of habitat and a minimum mitigation level of like for like. The BAP also recognises the value of green space for the quality of life of residents and visitors. Set out below, are some of the ways in which each sector of the development process can make a contribution towards that goal:- a) Ways in which the different sectors can help Development control Planning Officers Ask for ecological surveys to support planning applications well in advance, so that they can be undertaken at the correct time of year; Write in a request for survey findings to be passed on to the North and East Yorkshire Ecological Data Centre (NEYEDC); Consider whether there needs to be a survey for the presence of bats when dealing with applications involving buildings; Consider preparing an advisory leaflet on planning and wildlife.

8 b) Developers and Consultants Ensure that proper surveys of the site or buildings exist to verify the extent of any nature Conservation interests and pass the data on to the NEYEDC Local Records Centre: Make sure that surveys are carried out at an appropriate time of the year, and if necessary repeated. For example, undertaking a survey of flora during the winter months on grassland will not provide the data required. Equally, be aware that some protected species (e.g. bats) occupy sites for only part of the year. Good information at the outset will reduce the risk of delays later in the process: Look for opportunities to conserve existing wild-space and to link areas of good habitat, for example by introducing hedging or planting between isolated tree groups to form a continuous corridor for wildlife or by protecting and strengthening existing landscape features such as old hedge lines, ditches, etc; Create new wild-space, such as scrub, rough grassland, ponds, bogs and species-rich hedges; Consider using hedging and planting to define boundaries rather than fencing or walls, particularly in areas that would provide continuous wildlife corridors through a site. For large schemes that will be landscaped at the end of their working period, such as mineral extraction and landfill, seek advice and design ambitious habitat creation schemes principally to benefit biodiversity. These to include significant Reedbeds, Species-rich grassland and Woodland as appropriate. c) Landscape designers When planning landscaping schemes, specify native species of local provenance and include flowering plants, climbing Ivy, trees and berry producing shrubs. d) Architects Buildings can be good homes for bats and birds without causing significant problems. Look to incorporate Swift bricks into the roofs of buildings, to be used by Swifts, and cavities to be used by bats. Swallows can be encouraged by providing a flat nesting platform or a ledge inside a building with easy access through an opening of 5x7 cm, and when converting buildings, Barn Owls can be provided for by leaving access in to the roof spaces of out buildings. Consider the environmental advantages of designing buildings with living roofs, sometimes referred to as green roofs - made of thin soils, gravels, rocks, turf, etc. There are some excellent examples from the Canary Wharf developments in London (further information on the website c) Engineers Incorporate bat cavities into bridge and other construction projects. Design schemes that include surface drainage rather than culverts, and consider Sustainable Urban Drainage Schemes (SUDS). Design balancing ponds that consider safety requirements while maximising marginal habitats such as bare ground, emergent vegetation and bank-side scrub. Ensure drains and gullies are designed to allow Common frogs, Common toads and newts to climb out. Consider the timing of operations that damage habitats, for example ditch clearance and schedule for the best time of year.

9 Avoid drastic habitat damage, such as hedge removal, during the bird nesting season and manage the richest wildlife road verges for their nature conservation interest. 2.2 Our Environmental Management System (EMS) The LiFE Index is a comprehensive performance improvement system developed specifically to manage measure, improve and promote social responsibility and sustainability performance. As with most Environmental Management Systems, there are three priorities: 1. to review, track and manage performance across all areas of the system; 2. assign permissions and task to multiple users within the system; 3. to take responsibility for an area of the system that has been assigned to department/section/individual. There are four priority areas within the LiFE Index which are further sub-divided into eight containing activity frameworks and associated metrics. Each Priority Area is worth 25 percent of the total EMS. To obtain bronze level accreditation a minimum of 50 percent across all four phases must be achieved. The four Priority Areas are; 1. Leadership and Governance 2. Partnership and Engagement 3. Learning Teaching and Research 4. Estates and Operations Biodiversity exists under the forth Priority Area, Estates and Operations. The activity frameworks where compliance is measured is shown in below Activity Framework Policy and Strategy Action Planning How compliance is measured A well-developed university Biodiversity Action Plan and associated delivery mechanism that contributes to local and national conservation efforts. The Action Plan is campus-specific. It is regularly reviewed to ensure it remains up-to-date and useful as a working document. A clear understanding of biodiversity's role in relation to a university's Sustainability and/or Environmental Strategy is demonstrated through effective communication of the Action Plan's aims and objectives. The Action Plan is written and communicated in both plain English and technical terminology. The relationship between biodiversity and related campus services, such as landscaping, is established. A cycle of activity that is linked to wider targets to deliver progress on this agenda. Activity spans all appropriate parts of the university and widespread engagement is evident. Communication and collaboration with neighbouring interest

10 and community groups is sought to cooperate in the sharing of information, information sources and best practice. Stakeholder Engagement Measurement Communication Training and Support Implementation The individual and/or groups with responsibility for the Action Plan seek stakeholder involvement to scrutinise performance as part of the review process. The University leads local or regional groups or activity and contributes to the national or international biodiversity agendas. The Biodiversity Action Plan and its associated initiatives are visible on campus and there are obvious signs of activity to promote biodiversity and encourage engagement. There are community links and initiatives to maximise awareness and engagement. Reporting, audits and surveys are used in the wider context of providing a biodiversity evidence base for use with local authority planning and community purposes. The University demonstrates a clear link between campus biodiversity with staff and student recruitment, retention, health and well-being. The University works closely with suppliers of products and services to develop new practices and products using the University's experience, knowledge and research capabilities. The Biodiversity Action Plan is in the public domain. A coordinated approach to communicating the Action Plan to appropriate audiences will be evident. The University will begin stewarding relationships with key biodiversity organisations and providers to foster cooperative working in order to achieve long-term biodiversity goals. At a minimum, progress will be reported on an annual basis to ensure delivery against agreed targets and to also ensure the Action Plan still reflects best practice. Responsibility for delivering the Biodiversity Action Plan is clearly defined within the role specification of at least one individual on campus. Those with responsibility for delivery of the Action Plan (or associated elements) have this clearly defined within their performance objectives and review processes. Knowledge of and liaison with external interest and community groups is sought by the named individual(s) responsible for biodiversity on campus. The University has externally recognised biodiversity activity or has won relevant awards. Investment of time, finance and personnel reflects the University's commitment to completing all biodiversity activities. Biodiversity management and biodiversity conservation are considered as appropriate induction training for all

11 Links to The Curriculum stakeholders on an annual basis. Regular feedback is sought from all stakeholders, which is fed into all review processes and considered for future planning Teaching refers to the Action Plan where appropriate, as do local schools, interest and community groups and local authorities. Internal resources are dedicated to the research and reporting of the positive impact of biodiversity on staff and student recruitment, retention, health and well-being. Development of research projects around the agenda are supported and pursued. Innovation and enterprise relationships are developed with local suppliers and wider businesses. Funding is sought to further develop biodiversity best practice and process.

12 3.0 The Next Steps 3.1 Biodiversity Action Plan, our key objectives, co-ordination and implementation The most important part of the BAP process is the co-ordination and delivery of projects based around the published actions, to achieve the action plan targets. This will require a high level of commitment from the partners. The co-ordination of BAP projects will require a degree of funds. 3.2 Baseline information The Energy & Environmental Manager and members of the University s Sustainability Committee undertook an environmental audit in February and March, Each individual audit is available in the appendices. 3.3 Survey and monitoring The Site Inspection Checklists will be carried out annually to measure biodiversity gain and loss. These surveys are vital to monitor the impact of activities identified in each College with regard to activities indentified in the College Action Plans. An example of a completed checklist is contained within the appendices. 3.4 Reporting The Sustainability Committee will be the reporting mechanism for the Biodiversity Action Plan 3.5 Review This plan will be reviewed annually 3.6 Advice Good practise will be shared all the Colleges and a learning from each other spirit will be encouraged. The Energy & Environment Manager will provide support and guidance for the delivery Site Inspection Checklists.

13 3.7 Action Plans Bats (All Species) LONDON COLLEGE OF FASHION (Ecological value rating MEDIUM, named individual responsible is Gavin Jenkins) Objectives Targets Legal status Priority species/habitat Threats Local Actions To identify the status Providing bat survey 4 bat species found in Light Two bat boxes to be and distribution of the data to the London Camden/Westminster/Tower pollution, installed at Mare bat species present in Environmental Records Hamlets 2010: - building Street and Lime the London Borough of Centre if bats are works. Grove. Camden. located on any UAL buildings. To provide opportunities for roosting and foraging through sympathetic management of the Council s landholdings and its sphere of influence. To increase awareness of bats and their importance. Daubenton Common pipistrelle Soprano pipistrelle Noctule Green wall planted at Mare Street. Grasslands and/or Heath To retain, improve the condition of, and increase our areas of lowland meadows, acid grasslands, and heath. To develop an appreciation of their To ensure no loss of existing areas of acid grassland. Lowland Meadows Rubbish dumping, frequent cutting. Relax grass cutting schedule (Mare Street and Lime Grove).

14 ecological value within the urban setting. To actively involve Camden s community in their conservation. Hedgerows and Trees To safeguard, and improve the management of existing woodland, hedgerows and trees in appropriate locations for the benefit of biodiversity and contribute to Camden s sustainability and quality of life. To ensure no loss of existing tree and hedgerows. Deciduous Woodland (various). Damage by on-site contractors. Tree cutting. Undertake sympathetic management of trees (all sites). Create deadwood habitat at Mare Street. Gap up and improve 100m of existing hedgerows (Mare Street). Birds To safeguard, and improve the management of birdlife and associated habitats. Disturbing nesting birds is illegal. Jay Chiffchaff European Robin Common Blackbird Black-billed Magpie Rook Common Starling Common Wood Pigeon Plant fruit trees, berry bushes and soft fruit (Mare Street & Lime Grove). Install bird boxes at all sites. Avoid cutting fruit and berry bearing hedges and shrubs

15 too early in the season, allowing the fruit and berries to provide autumn and winter food for all birds. Leave seed bearing flower heads to mature and provide food for birds before winter pruning (Mare Street). Reduce the use of pesticides, including slug pellets (all sites). Care needs to be taken when cutting hedges or removing shrubs and trees. The best time to undertake such work is in early spring before the birds have begun nesting or wait until after the young birds have fledged. Food Gardens Growing of herbs and root vegetables. None. Varied. Soil free from pesticides. Food garden planted at Lime Grove.

16 Bee Hives Rainwater harvesting Green roofs One bee hive per College At least one water butt used to support food garden. One example per College. Where bee-hives are kept, adequate food is made available and bees receive treatment against disease. Bombus lapidarius Bombus vestalis Bombus pascuorum Bombus lucorum Bombus terrestris Honeybee Masonry bee None. N/A N/A Should be installed in accordance with structural survey and Health & Safety. Loss of pollen-rich habitats One bee-hive per College. Secure location. Hives covered during the winter. One example per College.

17 Bats (All Species) Central St. Martins (Ecological value rating LOW, named individual responsible is?) Objectives Targets Legal status Priority species/habitat Threats Local Actions To identify the status Providing bat survey 4 bat species found in Light and distribution of the data to the London Camden/Westminster/Tower pollution, bat species present in Environmental Records Hamlets 2010:- building the London Borough of Centre if bats are works. Camden. located on any UAL buildings. To provide opportunities for roosting and foraging through sympathetic management of the Council s landholdings and its sphere of influence. To increase awareness of bats and their importance Daubenton Common pipistrelle Soprano pipistrelle Noctule Two bat boxes to be installed at Kings Cross, no further away than 500 meters from the nearest water way (Regents Cannel). Birds Bee Hives To safeguard, and improve the management of birdlife and associated habitats. One bee-hive per College. Disturbing nesting birds is illegal. Where bee hives are kept, adequate food is Jay Chiffchaff European Robin Common Blackbird Black-billed Magpie Rook Common Starling Common Wood Pigeon Bombus lapidarius Bombus vestalis Loss of pollen-rich Install bird boxes at all sites. One bee-hive per College, preferably

18 Green roofs One example per College. made available and bees receive treatment against disease. Should be installed in accordance with structural survey and Health & Safety. Bombus pascuorum Bombus lucorum Bombus terrestris Honeybee Masonry bee habitats. Richbell Place. Secure location. Hives covered during the winter. One example per College.

19 Bats (All Species) London College of Communication (Ecological value rating LOW, named individual responsible is Sarah Temple) Objectives Targets Legal status Priority species/habitat Threats Local Actions To identify the status Providing bat survey 4 bat species found in Light Two bat boxes to be and distribution of the data to the London Camden/Westminster/Tower pollution, installed at Mare bat species present in Environmental Records Hamlets 2010: - building Street and Lime the London Borough of Centre if bats are works. Grove. Camden. located on any UAL buildings. To provide opportunities for roosting and foraging through sympathetic management of the Council s landholdings and its sphere of influence. To increase awareness of bats and their importance. Daubenton Common pipistrelle Soprano pipistrelle Noctule Green Wall to be planted on Media Block. Birds To safeguard, and improve the management of birdlife and associated habitats. Disturbing nesting birds is illegal. Jay Chiffchaff European Robin Common Blackbird Black-billed Magpie Rook Common Starling Common Wood Pigeon Bird boxes to be installed on the Media block at LCC, Elephant & Castle.

20 Bee Hives One bee-hive per site. Where bee-hives are kept, adequate food is made available and bees receive treatment against disease. Green roofs One example per College. Should be installed in accordance with structural survey and Health & Safety. Bombus lapidarius Bombus vestalis Bombus pascuorum Bombus lucorum Bombus terrestris Honeybee Masonry bee Loss of pollen-rich habitats. One bee-hive per site. Secure location. Hives covered during the winter. One example per College.

21 Chelsea, Camberwell and Wimbledon (Ecological value rating LOW, named individual responsible is Nick Gorse) Objectives Targets Legal status Priority species/habitat Threats Local Actions To identify the status Providing bat survey 4 bat species found in Light Two bat boxes to be and distribution of the data to the London Camden/Westminster/Tower pollution, installed at Mare bat species present in Environmental Records Hamlets 2010:- building Street and Lime the London Borough of Centre if bats are works. Grove. Camden. located on any UAL buildings. Bats (All Species) To provide opportunities for roosting and foraging through sympathetic management of the Council s landholdings and its sphere of influence. To increase awareness of bats and their importance. Daubenton Common pipistrelle Soprano pipistrelle Noctule Grasslands and/or Heath To retain, improve the condition of, and increase our areas of lowland meadows, acid grasslands, and heath. To develop an appreciation of their ecological value within To ensure no loss of existing areas of acid grassland. Lowland Meadows. Rubbish dumping, frequent cutting. Relax grass cutting schedule (Mare Street and Lime Grove).

22 the urban setting. To actively involve Camden s community in their conservation. Hedgerows and Trees To safeguard, and improve the management of existing woodland, hedgerows and trees in appropriate locations for the benefit of biodiversity and contribute to Camden s sustainability and quality of life. To ensure no loss of existing tree and hedgerows. Deciduous Woodland (various). Damage by on-site contractors. Tree cutting. Undertake sympathetic management of trees (all sites). Create deadwood at Millbank. Birds Bee Hives To safeguard, and improve the management of birdlife and associated habitats. One bee hive per site Disturbing nesting birds is illegal. Where bee hives are kept, adequate food is made available and bees receive treatment against disease Jay Chiffchaff European Robin Common Blackbird Black-billed Magpie Rook Common Starling Common Wood Pigeon Bombus lapidarius Bombus vestalis Bombus pascuorum Bombus lucorum Bombus terrestris Honeybee Masonry bee Loss of pollen-rich habitats Install bird boxes at all sites. One bee-hive per site. Secure location. Hives covered during the winter.

23 Site Inspection Checklist Contents Page 1 General Information 2 2 Air Emissions 3 3 Ecology 3 4 Energy Use and Conservation 5 5 Nuisance 6 6 Transport 6 7 Waste 7 8 Wastewater 9 9 Water Further Considerations 11 Page 1 of 11

24 Location: Lime Grove Date 15/3/13 Time Conducted by: Rachel Clowes Rachel Clowes Technician Personnel Present: Mina Ali Pablo Alvarez help from Brookie Fraser Jenkins Responsibilities: Mina Ali Assistant Facilities Manager Pablo Alravez Facilities Assistant Brookie Fraser Jenkins Heath and Safety Officer

25 1 General Information Y/N Comments 1.1 Is the building listed Y A-block, B-block and C-block (not D-block) 1.2 Is the site enclosed and protected by a boundary fence 1.3 Is the site close to any Sites of Scientific Interest or other nature conservation areas 1.4 Primary activities Y N Low wall at front of building separating grounds from pavement. High walls and high wire mesh around other boundaries. Iron gate at entrance at rear of grounds. Teaching and learning activities at undergraduate and postgraduate levels. 1.5 Facilities provided to students 1.6 Facilities provided to tenants 1.7 Facilities provided to UAL 1.8 Facilities provided to the public 1.9 Facilities provided to private bodies 1.10 Other IT facilities, studios/workshops including: sewing, textiles (including wet print), photography (including dark rooms), 3D, hair and make up. Canteen, reprographics, kitchenette. Mina advised that UAL owe the site, so we are the tenants. As above. Open days. n/a n/a 2 Air Emissions 2.1 Generators N 2.2 Boilers Y 4 boilers 1 in each of: A, B, C, and D block 2.3 Incinerator N 2.4 Refrigeration (escape of refrigerant gas) Canteen and kitchettes (in offices) food refrigerators only. Page 1 of 36

26 3 Ecology 3.1 Where is the site located - countryside - suburbs - urban centre etc. Urban centre 3.2 Flora What green spaces are present 1. Front of building 2. Rear carpark/courtyard outside A and B block 3. Paved and tarmac area running alongside C-block 4. Paved area behind d-block, accessible through D005 or through locked gates running behind D-block only. 5. Wild area with disused hut behind B-block, not accessible to students or staff What types of vegetation are present in these areas Is it a block planting scheme or more heterogeneous Are there any wild/unmanaged areas Y 1. Front of building has grassed area with 2 trees and some shrubs. 2. Rear carpark/courtyard outside A and B block tarmac with one Mulberry tree. 3. Paved and tarmac area running alongside C-block with 5 trees. 4. Paved area behind d-block mostly tarmac with some paving, pebbled area, and large soil section. 4 trees, plus ivy, bluebells, nettles, honey suckle, blackberries, two small buddleia saplings are growing in (probably poor) soil. 5. Wild area with disused hut behind B-block, not accessible to students or staff has paved area, 1 large tree small grass section, wild bank mostly covered in ivy. Some pots with lavender, mint and rocket. 1. Mostly grass. 2. Mostly tarmac 3. Paving and tarmac 4. Mostly tarmac with soil area 5. Paving with areas of overgrown ivy If so, where are they located Does this appear to be temporary or intentional Are the walls vegetated (climbers, green wall) Recommendations to increase biodiversity in these areas Y Near hut behind B-block. Accidental there is no general access to this area so it has become overgrown facilities staff keep paved area tidy. Ivy and honey suckle grow up much of the wire mesh boundaries. Identify priority species and habitat action plan. Contact Hammersmith and Fulham council for advice on local priority species/habitats. Refer to London Biodiversity Action Plan and UAL Biodiversity Action Plan. Review access to outside spaces for staff and students. 1. Plant native wild flowers/plants 2. Rip up some of the tarmac to plant native wild flowers/plants. Identify area to be used as allotment for Page 2 of 36

27 food crops. Consider low level of sun and expected poor soil. 3. Remove some paving/tarmac and plant native wild flowers/plants or have raised beds/container garden. Again, consider low level of sun and expected poor soil. 4. Plant wildflowers/native species in soil area. Consider allotment space here due to good sunlight. 5. Create pond. Check for, and remove if necessary, nonnative invasive flora. 3.3 Fauna Wildlife present Y Grey squirrels, foxes, birds, insects in holes in brick walls List wildlife encountered Wood pigeon on nest in holly tree. Y Is their space to establish an allotment Where In (2) Rear carpark/courtyard outside A and B block, (3) paved and tarmac area running alongside C-block and or (4) paved area behind d-block Are the trees all the same type of species Are bat boxes present N Are bird boxes present N There are nests in some trees Are bird feeders present N Recommendations to encourage wildlife 1. Front of building: Ash (Fraxinus Excelcior), and Holly (Ilex Aquifolium) 2. Rear carpark/courtyard: Mulberry (Morus nigra) 3. Alongside C-block: 4x Lime (Tilia x europaea) one showing signs of disease, Horse Chestnut (Aesulus Hippocastanum) 4. Behind D-block: 2x Sycamore (Acer Pseudoplantanus), Plum tree (Prunus Cerasifera), Elder (Sambucus Nigra) 5. By hut: Horse Chestnut (Aesulus Hippocastanum) Identify priority species and habitat action plan. Contact Hammersmith and Fulham council for advice on local priority species/habitats. Refer to London Biodiversity Action Plan and UAL Biodiversity Action Plan. Create pond in wild area behind B-block by hut, or other identified area check sunlight. Plant bee friendly plants. Install bird boxes for priority species. Install bird feeders. Install bat boxes advice needed from expert. 3.4 Aquatic Habitats Is there are a pond, river, water body on site If so, is there algae growing on it N n/a Page 3 of 36

28 3.4.3 Is there any noticeable wildlife using it Recommendations to improve aquatic habitat 3.5 Considerations Are there flat roofs with access (for green roofs, bee hives) Considerations for Increasing biodiversity Y n/a Identify priority species and habitat action plan: Contact London Wildlife Trust for advice and consider attending one of their frog days Contact Hammersmith and Fulham council for advice on local priority species/habitats. Create pond in wild area behind B-block, or other identified area. On top of C-block, B-block and part of D-block. These areas are not currently accessible to students or staff as they are not safe and access is through climbing out of building. Consideration must be taken of - the expected poor condition of the soil - some areas are not currently easily accessible (for example, flat roofs, and area behind d-block is only accessible through a classroom) Other - Outside areas must also be social areas for students and staff to improve well-being - Possibility of having outside areas suitable for teaching and learning natural dye/widening participation workshops or performances 4 Energy Usage and Conservation 4.1 Usage Were any locations at the site considered to be too warm Were any locations at the site considered to be too cold Were any hot water taps considered to be too hot During the inspection were windows found to be open If so where Y Y Y Mina reported IT rooms (A102, A207 and A208) and D-block often have complaints about it being too hot. The hot water pipes in the ceiling space of C016 often make the room very hot. Mina reported A301 is occasionally too cold. C-block toilets hot water is warm can t mix hot and cold (not too hot) Was the heating on at this time Y 4.2 Conservation Mina reported that this happens in a and b block the rooms where staff complain about it being too hot Page 4 of 36

29 N Energy conservation measures in place. If not describe where they are warranted Switch off stickers by light switches. Switch off stickers by taps Double glazing N Listed building Light motion sensors D block in corridors and some toilets Room dividers N Double doors at entrance Y Front ones wooden are always open, second set are swipe card activated Revolving doors N Radiator thermostat gauges Y On all radiators 4.3 Renewables Is there scope to install solar panels Y Identify areas to consider for this On flat roofs Are renewables an energy source N 4.4 Recommendations - Investigate feasibility of installing light motion sensors in all corridors and toilets - Work with estates and building services to ensure all un-occupied rooms have lights turned off (i.e. in the morning after the cleaners have finished and before classes arrive). - Work with staff and students to ensure lights, computers and machines are turned off when not in use. - Investigate feasibility of local energy generation, for example, solar panels. - Investigate feasibility of using a renewable energy supplier. - Fix problem with no cold water in c-block toilets (more information available from Mina Ali) - Communicate energy use stats to staff and students alongside advice on how to cut this. Physical display and online. - Easy way of reporting and monitoring rooms that are too hot. Page 5 of 36

30 5 Nuisance 5.1 Sources of noise 5.2 Noise control methods Internal noise:sewing machines, laser cutter, students. Noise risk assessments have been carried out, we do have identified noisy environments and control measures in place for this. More information available from Brookie Fraser Jenkins Individual PPE available when necessary, identified areas and control measures in place. No noise or car access to front or rear of building before 8am due to consideration for neighbours Double glazing Relocation of nuisance possibility N Gates are manually opened to reduce noise to neighbours, the car park is currently closed Sound-proofed walls Other 5.3 Strong odour sources 5.4 Recommendations N Laser cutter (C016), canteen, clay traps under sinks in d- block (D005), dead rats under floors. Textile printing and dying workshop (A007), lack of extraction. Many of the products we use have strong smells. Eg. Stiffeners used in Millinery. However these are contained within the workshop and we don t use enough for it to cause a problem for neighbours. More information available from Brookie Fraser Jenkins. Existing: - Schedule to empty out clay traps every 3 month/when full. - LEV for laser Recommended: - Extraction over hot plates in A007 - Outside dying area for natural dyes Page 6 of 36

31 6 Transport 6.1 Cycling Are cycle racks present Y How many cycle racks are present Are they sheltered N In courtyard outside B008 and B009. In very bad condition Are there cycling routes that serve the site What facilities are there for cyclists - showers - drying room lockers Who can use these 6.2 Public Transport What bus stops are in the vicinity What bus routes are served What underground stop serves the site Is there a train station in the vicinity 6.3 Private Transport Y No dedicated cycle routes known. 1 x showers in C Block 3 rd Floor ( near staircase) 1 x Shower in D Block = D006 No lockers or drying room offices used by staff. Staff and students can use showers. - Uxbridge Road Shepherd s Bush Market stop Q and R (4 minute walk) - Wood Lane Uxbridge Road/Westfield Shopping Centre stop T and S (7 minute walk) - Goldhawk Road Goldhawk Road Station stop K and L (7 minute walk) - Shepherd s Bush Green stop P and N (9 minute walk) - Shepherd s Bush Station various stops (12 minute walk) - Bush Market stop Q towards Acton or East Acton, 207, 260, 283, 607, N207 - Bush Market stop R towards Hammersmith or White City Bus Station, 207, 260, 283, 607, N Wood Lane Uxbridge Road/Westfield Shopping Centre stop T and S (7 minute walk) - Goldhawk Road Goldhawk Road Station stop K and L (7 minute walk) - Shepherd s Bush Green stop P and N (9 minute walk) Shepherd s Bush Station various stops (12 minute walk) Shepherd s Bush Central Line 15 minute walk. Shepherd s Bush Market and Goldhawk Road Hammersmith and City and Circle lines 4 minute walk. Shepherd s Bush Overground Station 15 minute walk. Page 7 of 36

32 6.3.1 How many car spaces are present There were 18 restricted due to repair work windows. No parking currently except for contractors. 2 disabled bays near reception Is the car park overground/underground Overground - Provide new, sheltered and easily accessible bike 6.4 Recommendations racks. - Investigate Barclay s Cycle Superhighway Workplace Scheme for routes and funding. - Investigate cycle safety days run for the site. - Find results from previous travel survey (Olympics) or re-survey to uncover transport habits and areas for improvement. - Consider keeping the car-park closed permanently. - Investigate other ways to promote walking and cycling. - Consider nearby student accommodation so students can walk to college - Consider spaces for students to leave/keep work at college to make walking/cycling/using public transport easier 7 Waste 7.1 Major types of solid waste 7.2 Waste disposal method 7.21 Waste collectors 7.22 On Site Disposal 7.3 Waste reduction measures in place Food and food packaging, general waste, fabric scraps. Bins Hammersmith and Fulham Council General and recycling - Hammersmith and Fulham Council Bins None 7.4 Recycling practices in place Green recycling bins in the majority of workshops/studios and offices. 7.5 Are recycling points visible Yes 7.6 What is recycled Organic waste N Goes in general waste or skip Paper Y Council Plastic Y Council all plastic Electronic Y IT have their own system. Mina arranges weee waste on a Page 8 of 36

33 individual basis and invoices the relevant department Glass Y Council Batteries Ring phone number on tube or Facilities staff drop off at Y Tesco Printer cartridges Box at reception, facilities staff ring contact number to Y arrange collection Fluorescent tubes Y Bouygues Other Clothes Traid bins - Investigate waste reduction methods Recommendations - Investigate on or of site composting of organic waste. - Emphasise textile recycling through Traid bins. 7.7 Chemical Waste Chemical waste sources Dye waste from A007 other sources are identified in individual workshops in COSHH assessments Characteristics of chemical waste Chemical waste handling measures Chemical waste disposal Are chemicals biodegradable/ EU Ecolabel/contain hazardous toxic substances also including pesticides or herbicides Are chemicals stored on unprotected surfaces Potential for leakage of chemicals into the ground See COSHH assessments See COSHH assessments If the item cannot go in landfill, it is collected by Bywaters. Yes they do contain toxic substances in some cases, and yes definitely hazardous substances Brookie Fraser Jenkins Hazardous chemicals are kept it storage cabinets. Dye waste from textile print is kept in plastic drums as we cannot put it in the water system. They are removed by Bywaters about once /year. But the plastic drums themselves are straight on the floor of the workshop Any external storage needs to be in flamm cabinets which are designed to hold liquids in Recommendations Are there any materials containing lead on the site No - Investigate substitute materials Page 9 of 36

34 8 Wastewater 8.1 Any water treatment facilities 8.2 Does wastewater directly enter Y sewers 8.3 Is it treated on site N N (Legionella testing, water schedule) 8.4 Wastewater sources Toilets and sinks, laundry, kitchen, shower, beauty rooms, print room jet wash, dark room 8.5 Characteristics of wastewater As above Chemicals N OFG's Unknown Ask Alistair Johns Catering Manager Toilet Y Other 8.6 On site wastewater treatment methods The handyman Nicky does Water temperature checks every month and Water Flushing tests every week. We had the tank water tested by last week by MITIE / now it will be Bouygues Mina Ali 8.7 Wastewater discharge locations In all blocks Indicate locations on map Behind B-block behind kitchen, behind D- block, side of A- block, outside C-block main door 8.8 Is their scope for a reed bed sewage treatment system N Would need expert advice! lots of students on site 8.9 Recommendations Page 10 of 36

35 9 Water 9.1 Usage Major water usage points/tenants Are there showers present Y As before How many are there 1 x shower in C Block 3 rd Floor ( near staircase) 1 x Shower in D Block = D Is the temperature set or can it be regulated Regulated Are there drinking water fountains Y Where are they located A-block second floor outside A208 plumbed in A-block third floor outside A307 plumbed in (currently out of order) A-block ground floor outside college shop machine D-block ground floor by entrance machine B-block B011 Staff kitchen- machine Do these have cups available N Cups in staff kitchen. All other fountains people reuse own bottles what material are the cups Plastic Toilets: how do the taps operate push/sensor/twist Push Kitchens: how do the taps operate push/twist Twist Do toilets have dual flush systems Some If not, identify where B-block handle, C-block push, D-block push Are there any outside taps Y Near hut, under tunnel Are any water fittings leaking or in disrepair Pipes leaking behind b-block on side of building leaks from waste water. 9.2 Conservation Water conservation measures in place Is rainwater collected N Do toilets have dual flush systems N Turn it off stickers next to taps Some If not, identify where they are not present B-block handle, C-block push, D-block push Page 11 of 36

36 9.2.5 How is water boiled kettle/boiling unit If kettle, what is the capacity of the kettle (Litres) 9.3 Recommendations Kettles in offices House hold kettles - Install water butts to collect rainwater for watering plants - Investigate grey water systems for toilets - Install dual flush on all toilets - Remove plastic cups from staff kitchen 10 Further Consideration 10.1 Was the Building Energy efficiency displayed inside the entrance Y 10.2 If so record its efficiency Energy Performance Operational Rating D79 (07/2012) (Typical would be 100, last year 07/2011 was C68, greater total Co2 emissions in 2011 than in 2010) Total useful floor space: A, B, C Blocks 8433, D-block Main heating fuel Natural gas Building Environment heating and natural ventilation Energy from renewable 0% 10.3 Was there visible information regarding sustainability across UAL 10.4 What did it relate to 10.5 Were the OMM's available at reception 10.6 Other Some Recycling bins visible, switch off stickers by light switches, switch water off stickers next to taps, TRAID bin outside No one knew what this was. Page 12 of 36