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

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

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

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

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

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

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

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.

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

Standardisation: entrance and admin 1. Draught lobby Visitor entrance 2. Public access to reception, interview 1. room and toilet only int 3. Open reception desk acc General office wc Pupil ‘reception’ from 4. 2. 3. recep secure side 4. 5. Sick room and toilet sick wc 6. Facilities available to room community without access to main school

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

And standard components…

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

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?

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.

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

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.

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.

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.

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? .

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

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. 28 0 C 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.

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.

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 24 104m 2