M/Apr 2024 • £8 also in this issue: ebf Scotland – Join us Stable Event’s education building forum in Scotland on 25-26 April Interiors Modular classrooms support students following the pandemic Exteriors New life for a playground and an eco classroom creates indoor spaces also in this issue - hee magazine: WFH’s impact on academia: Arcadis looks at how hybrid working is transforming university campus design Design Solutions: A look at the new Arts Faculty at the University of Warwick Acoustics: Somerville College, Oxford has its acoustic performance significantly upgraded The greening of an inner-city school Rotherhithe Primary has a new identity, thanks to inspiring design by Feilden Clegg Bradley and an enlightened local authority client
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educationdab.co.uk 3 New schools funding must be found from somewhere SCHOOLS looking to benefit from the government’s Rebuilding Programme had their hopes dashed when the latest round of funding showed those with RAAC had leapfrogged them on the priority list. Nearly 800 schools had been competing for the last 110 places on the rebuilding programme, but 106 of those places went to schools with RAAC (reinforced autoclaved aerated concrete) problems, which had surfaced last year. As National Education Union general secretary Daniel Kebede has said, "The fact that schools are having to compete with each other in terms of which is the most dilapidated or dangerous is simply unacceptable. And for schools with no light at the end of the tunnel, it is simply disgraceful." Despite the government investing £15bn in school buildings since 2015, many critics claim there’s been a 70% inflation-adjusted cut in school funding since 2010. The Stop School Cuts Now campaign, run by the National Education Union and supported by other leading educational bodies, is calling for government to invest a further £12.2 bn immediately in order to start reversing the impact of government cuts. Some of that money would be directed toward better SEND support but £4.4 bn would go to repair buildings and bring facilities up to scratch. Unfortunately, that kind of money is not going to be forthcoming now, and it’s hard to see where it will come from whoever is in power following the next election. Labour’s plan to tax the private schools, as we’ve explained before, will only put more pressure on the state system and is no answer. The country’s financial state is parlous, and schools with leaking roofs and crumbling walls will have to do the best they can for the moment teaching their pupils in these disheartening circumstances. But the schools estate cannot limp on like this for much longer – and it is imperative for the country’s future that our politicians prioritise the education sector over almost all other spending commitments in the future. A school in a garden becomes a beacon for the community Rotherhithe Primary has a new identity, thanks to inspiring design and an enlightened local authority client. Story pages p10-11 Editor Andrew Pring Sales director Julian Walter Production Nicola Cann Design Sandra Cid Managing director Toby Filby The publishers do not necessarily agree with views expressed by contributors and cannot accept responsibility for claims made by manufacturers and authors, nor do they accept any responsibility for any errors in the subject matter of this publication. Publishers Stable Publishing Limited, SBC House, Restmor Way, Wallington, Surrey SM6 7AH, England. t. 020 8288 1080 f. 020 8288 1099 e. [email protected] Andrew Pring Editor [email protected]
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educationdab.co.uk 5 educationdab.co.uk contents M/Apr 2024 7The Welsh building company Andrew Scott has successfully completed a new teaching block for St David’s Catholic Sixth Form College in Cardiff. 8 Analysis Specifying land for schools under S106s – Pick Everard explains how to meet the often complex planning obligations. 10 Design Solutions Rotherhithe Primary has a new identity, thanks to inspiring design by Feilden Clegg Bradley and an enlightened local authority client. 12 ebf Scotland - Still time to join us All you need to know about taking part in Stable Event’s fourth education building forum in Scotland on 25-26 April this year. 15 Interiors How Carrington Junior School used modular classrooms to support students following the pandemic. 20 Exteriors New life for Bradford primary’s playground, thanks to playground specialists; and an eco classroom that creates new indoor spaces at Asfordby Hill Primary School, Melton Mowbray.
6 educationdab.co.uk news DREES & Sommer UK, has been working with Calderdale College in West Yorkshire where the school has received a green light to undergo a £7.5 million transformation. Scheduled to be complete in August 2024, the project would not have been possible without the £5.5 million of capital funding granted from the DfE. The team at Drees & Sommer UK worked with the college from the outset, supporting them in securing the grant via the Further Education Condition Transformation Fund (FECTF). The funding will be used to transform their facilities and significantly improve energy efficiency. Andrew Harrison, Vice Principal – Corporate Services at Calderdale College and project lead, said: “This funding has come at a critical time for the College, as the nation faces increased energy costs.” Richard Murray, Director at Drees & Sommer UK, commented: “The UK government has legislated to reduce emissions by 78% by 2035 and aims to be fully Net Zero by 2050, so decarbonisation measures are an essential criterion for quality estate conditions. However, with college and school budgets under increasing pressure, long-term retrofitting plans are unsurprisingly falling down the agenda. “The Department for Education (DfE) acknowledges its responsibility to improve conditions to bring education estates up to quality specification. Decarbonising will become a key by-product of improving the quality of the overall estate, and the added pressure to meet Net Zero targets means the various pots of UK Government capital funding schools are entitled to bid for are valuable vehicles for sustainable development.” ADP Architecture has completed Shireland CBSO Academy, the first free, non-selective state school in Britain to be established in partnership with a professional orchestra. The collaboration between Shireland Collegiate Academy Trust and City of Birmingham Symphony Orchestra (CBSO) marks a radical new approach to music education, innovatively addressing the much-publicised decline in the position of the creative arts in many schools. The Academy’s design is a complete internal remodelling of an existing fivestorey office building, providing high quality facilities to support a world-class music education for 870 students in the West Midlands. The Academy accommodates teaching areas for the new secondary school and sixth form, alongside a new sports building on an adjacent road. The retrofit involved leaving the main structure of the building untouched, including the existing fabric, external cladding, the fullheight atrium at the core of the building, and the internal stairwells. The open plan office space surrounding the atrium has been refitted and repurposed, while the carpark has been converted into an outdoor social space for students. The triple-height performance hall, built within the original atrium space, serves as a centrepiece for the Academy, accommodating fixed seating for 300 people. The hall is directly adjacent to the Drama Studio which can act as a green room during performances. ADP has also included audio-visual experience rooms which double as immersive spaces for SEN pupils. Claire Mantle, Schools Sector Director at ADP Architecture commented: We are honoured to be part of such a truly inspirational project. The project was driven by a vision for equal opportunities for every child, no matter where they are from, and as a team we were all excited to be behind delivering this amazing school. Emma Stenning, Chief Executive at CBSO added: “With state-provided music education in the UK at a crisis point, and our orchestras acknowledging that something must be done to make our musical forces more representative of the communities they serve, what better way to respond than opening a school that will immerse its pupils in music.” Schools must target net zero funding to go green says Drees & Sommer Birmingham Symphony partners with West Bromwich academy
Better use of assets will help offset Labour’s VAT pledge, says Fisher German WITH Labour still committed to charging VAT on private school fees should it win the election, the property consultancy Fisher German believes many independent schools could weather the storm by utilising their assets more effectively. Says Molly Skinner, Associate at Fisher German: “Labour’s announcement to charge 20 per cent VAT on private school fees and clamp down on any possible avoidance by parents leaves schools with a stark choice. “Schools could choose to absorb the cost, heavily impacting their cash flow, pass the costs onto parents, inevitably reducing pupil numbers, or they may reduce the number of bursary and scholarship places, which reduces opportunities for less well-off children. “But in my experience, private schools don’t always utilise their property assets to generate the most income and save money, and some are paying far too much for certain outgoings. “For example, we have regularly seen schools overpay on business rates to the local authority without challenging the rate. If the use of a building has changed or any extensions, demolitions or alterations have been made, the rates may actually have reduced. “In terms of best utilising assets, many schools do not realise just how valuable their property can be. For example, as part of an asset review we undertook for Moulton College in Northamptonshire, we identified four buildings on the edge of the campus no longer suitable for educational purposes which we have since let. This has in turn generated additional income to be invested back into the College. “Other ways schools may be overspending is by using old-fashioned methods of powering their buildings. We have recommended certain schools install discreet solar panels to save on electricity bills, and to generate an extra source of income with carbon credits. Indeed, installation of other infrastructure such as telecom masts in a quieter area of the school’s property is another way of bolstering income. In the face of Labour’s announcement, it is more important than ever that private schools make the best use of what they have.” educationdab.co.uk 7 news Andrew Scott delivers St David’s Catholic Sixth Form College’s new teaching block Molly Skinner, Associate at Fisher German THE Welsh building company Andrew Scott has successfully completed a new teaching block for St David’s Catholic Sixth Form College in Cardiff. The new £6.3m teaching facility, built to BREEAM standards, was required to meet demand for the College’s expanding academic programme and creates a focal point on campus, with an emphasis on being environmentally sustainable. The innovative, contemporary, low energy building welcomes a two-storey high atrium space. The ground floor comprises of classrooms, ICT room and lecture theatre and further classrooms and administration offices are accommodated on the upper floor. There is also an external covered breakout space where students can meet, socialise and study. Photovoltaic technology has been incorporated on the main roof to provide power for the new building and the curved canopy has been finished with an ecoroof. These elements strongly reinforce the College’s aspiration in creating a sustainable teaching environment. Mark Bowen, Andrew Scott Managing Director, said: “We are very pleased to have successfully handed over the new teaching block to our client, St David’s Catholic Sixth Form College. Our team has worked close with the College to design and develop this fantastic new environmentally friendly facility which will benefit the staff and students as they progress on their net zero journey.”
analysis Specifying land for schools under S106s WHEN a planning application results in a Section 106 agreement (S106), this creates a legally binding obligation between the local planning authority and the property owner – usually a developer. The purpose is to mitigate the impact of any development on the local community and infrastructure, and therefore often creates the need to allocate land for the local authority to develop new infrastructure like schools. Demand is already on the rise for healthcare and school facilities before considering the government’s considerable housing targets. So, S106 agreements will likely hold a central role in making sure undue pressure is not placed on existing infrastructure and seeks to expand the provision to support growing local populations. However, it’s important that the land allocated for such development is as fitfor-purpose as possible, while also ensuring that any ‘leftover land’ the developer wishes to offload, isn’t allocated for such important facilities. Quality must be the central pillar for S106-provided schools. This creates a quandary on how to ensure an appropriate level of land quality. It’s also where we can take forward learnings from the way in which we optimise the design of schools themselves. MMC is often utilised for such environments, providing a blueprint that can be adapted for specific requirements, such as SEND schools. The idea of having a specification that is also adaptable and can run into the land allocation, ensures that every new school site benefits from having the best setting possible. We have been working very closely with Buckinghamshire County Council on such work, making sure it is able to effectively bring forward schools under S106 agreements. The solution sounds simple – the creation of a specification that sets out very clearly the type of land the council will accept for schools, and that developers must abide by when selecting the land. The reality relies on collaboration. The creation of a specification came from lots of workshops and liaison with Buckinghamshire County Council’s team, and wider agencies such as highways. This allows the identification of what stipulations must be made to accept land, such as it being uniform in shape, flat and accessible. The existence of such a specification allows a local authority like Buckinghamshire County Council to place stipulations on other elements too. For example, safety is of paramount importance for any school, so certain stipulations can be made on the land location to enhance this further, such as making sure a school isn’t located too close to power stations, prisons or train lines. Social value is also generated in line with the S106 agreement, making sure that the community benefits from the additional infrastructure stipulated, rather than simple feeling the pressure on existing services. However, it would be fair to say that through specifying the land requirements for schools to ensure high-quality, the schools developed are the best they can possibly be and therefore create a higher level of positive impact than slotting a school into an offloaded portion of land. Simply put, a level of well-informed collaboration is the key to creating an incredibly powerful specification tool, which breeds excellent rewards for the local community and economy. It’s all about enhancing the processes already in place to create the absolute best outcomes and returns possible. New schools are often allocated under Section 106 agreements during the planning process for new developments. With quality needing to play a central pillar, John Clarke, director at multi-disciplinary consultancy Pick Everard, explains how to ensure this level of quality across land allocation under such planning obligations 8 educationdab.co.uk
advertisement feature Water heating will account for a significant portion of a school building’s energy consumption, ranging from 15-40%. As schools adopt greener operations, replacing old gas-fired systems with like-for-like electric is a guaranteed way to gain an oversized system that drives up both capital and operational costs. This can best be avoided by first collecting onsite demand data. A valuable, non-invasive, and low-cost exercise, metering assesses actual usage, including time and duration of peak demands which is critical for correct sizing. This helps steer the design of the replacement system and provides the data you need to evaluate and a benchmark system upgrade that can include highefficiency gas or electric boilers, heat pumps, or solar thermal systems. It also enables consideration of other factors like budget, space constraints, and fuel availability, all of which factor into launching a sustainable strategy for a building. This is important because a welldesigned low-carbon electric system with correct sizing based on metered data can reduce the costs of purchasing and installing new hardware, potentially saving tens of thousands of pounds depending on the scale and complexity of the domestic hot water (DHW) application. Recognising a need for lower cost electric systems, Adveco has developed the award-winning FUSION range, combining an electric boiler, a specially designed cylinder and pipework that is both fast to install and resilient to operate. Iterations with a monobloc air source heat pump deliver a reduction of up to 71% in carbon emissions over equivalent gas-fired systems. These smaller systems help avoid the need for increased electrical supply and supporting excavation works that can run into the hundreds of thousands of pounds! Despite this, operational costs climb and will continue to do so while grid electric prices remain higher than those of gas. The application of renewables can go a long way towards solving this, despite extra system complexity and upfront capital investment. A balanced use of renewables, whether heat pump, solar thermal or a combination of the two can offset much of the grid energy demand needed to safely operate hightemperature water systems demanded by school buildings. Adding solar thermal to a system is a proven method for offsetting as much as 30% of the annual energy need for heating or cooling water in building systems, thereby actively cutting operational costs. It also readily lends itself to school buildings which have large, often underused roof space that could easily accommodate the technology. By Bill Sinclair, technical director, Adveco www.adveco.co Know Your Facts - Getting Started With Sustainable Hot Water Theoretical dessing day metering Adveco FUSION Tplus trans BG ASHP electric solar panel extension cut out
10 educationdab.co.uk design solutions A school in a garden becomes a beacon for the community Rotherhithe Primary has a new identity, thanks to inspiring design and an enlightened local authority client THE 1970s buildings of Rotherhithe Primary School were barely visible from the main road that they faced when Feilden Clegg Bradley Studios and Fabrik Landscape Architects were appointed by London Borough of Southwark to design a new and expanded school on the site in 2017. Southwark had embarked on an inspiring programme to upgrade and expand its stock of primary schools and Rotherhithe was set to benefit from this investment. The single-storey buildings were exhausted and at the end of their life, with various plans for previous re-builds not pursued. Typical of buildings of their age and construction, they were uncomfortably cold in winter and too hot in summer. Various additions and temporary buildings had been absorbed into the layout over the decades, but they lacked coherence, had poor environmental control and provided neither a clearly navigated layout nor level access. The children’s needs meant that smaller spaces were needed to do targeted work with small groups. Without sufficient space formally available for this, circulation spaces had been cleverly appropriated and decorated to create niches for such intervention, but they lacked privacy or the right acoustics. What was clear was that the school was creatively making the best use of every space to support its children in challenging circumstances. In a similar way, great effort had been invested in the playground, which benefitted from many mature trees, a generous area, and spaces for active play, quieter activity and forest school learning. The outside spaces embodied the spirit of the school and when the team learned that the playground was often the only safe outdoor space that the children had access to – as most of the children lived in the high-rise flats around the site – the particular importance of the playground to this brief was clear. Despite the buildings’ stark failings, the school had a tangibly vibrant character, positive culture and strong sense of community service. It was these qualities that the project team sought to provide a new setting for, so that the school would continue to flourish. Galiema Amien-Cloete, Executive Headteacher of Rotherhithe Primary, who was a member of Southwark Council’s stakeholder team commented that “the building is separate to the culture and the diversity, but the building
is vital in bringing everybody together”. Many schools are placed in the centre of their sites and have the resulting playground wrapping around them, with the landscape design treated as being secondary to the building. These spaces can lack definition, positive connection to indoors or visual and acoustic protection from the street. Urban school playgrounds are often sized well below the DfE recommended areas, and, regrettably, acceptance of this has become commonplace. At Rotherhithe, recognising that landscape was so important – in its extent, visual enjoyment and amenity, the design team adopted a landscape-first strategy and the emerging concept for the school was “a school in a garden”. The need to maintain operation of the existing school, while its replacement was constructed, meant the work had to be phased and site area was limited. Coupled with the desire to address the recessive nature of the existing buildings, was an aspiration to create a truly civic piece of architecture that spoke of education’s importance in the community. The combination of phasing, maximising landscape area, and retaining as many trees as possible (in the end 47), dictated a two-storey building, with a clear diagram of nursery and key stage 1 on the ground floor, and key stage 2 upstairs. The new school buildings opened in 2022. The position of the completed school on the site gives Rotherhithe Primary a fresh identity – it creates a civic landmark facing Southwark Park, with the large main hall volume proudly pulled right up to the pavement edge. This prevents precious area from being wasted to peripheral (potentially unusable) landscape and allows the useful area behind to be maximised. In response to its connection with community, Jasmine Ali, Deputy Leader of Southwark Council, describes the scheme as having “enabled this successful school to provide improved educational facilities for the local community. This project reflects the Council’s investment in education through our £200m investment in schools. Rotherhithe school is a beautiful building that lifts the heads and aspirations of its teachers, school staff and pupils. It is used by and at the heart of the community providing a positive and welcoming environment, improving the function of the school and its presence on the street.” As “a school within a garden”, a stimulating and protected outdoor environment for the children has been created, with direct access from each ground floor classroom. Beyond the principal public elements, two storeys of classrooms wrap around the site giving an intimate scale to a three-sided courtyard, inspired by magnificent red sycamore. Sadly, this tree suffered during construction and had to be replaced, but it will grow with the school and its strong colour inspired the red-oxide powder coating on the window frames. The courtyard contains a small amphitheatre and is overlooked by a playful range of windows, low enough for the youngest children to enjoy the landscape, and some set flush with the brickwork to create deep seats. The courtyard affords views right through the site and a constant sense of connection with nature and with others. Galiema Amien-Cloete said: “I'm a firm believer in outdoor learning and it definitely has a very important place in education. Sometimes this can be overlooked…but this building was designed around the premise: it's a school within a garden.” The council supported invention with areas of the brief that were specific to the school’s needs, where a different type of procurement might have been more rigid. The result is the carving out of intimate spaces for small group learning to suit different needs, under stairs and between classrooms, their quality enhanced with carefully detailed timber, referencing the area’s Scandinavian history, and the local historic timber trade. Like many urban schools, Rotherhithe Primary is also used extensively out-ofhours. A generous “welcome space”, directly off the entrance can be secured off to allow the school to become a society building and a meeting place for the community. The result is a school which recognises its community’s history, enhances the environment, builds children’s confidence, and embodies the vitality of its predecessor buildings. www.fcbstudios.com educationdab.co.uk 11 design solutions
SPEAKERS and attendees this year include leading architects, university estate managers, education civil servants, Hub representatives and other senior figures and key stakeholders. The theme of this year’s Forum Seminars is “Education estates that prioritise Scotland’s future”. The full speaker line up, and their presentation subjects, are: •Maxine Booth and Mark Mitchell, Aberdeenshire Council – ‘Pupils vs. Staff’ •Simon Bell, Director, HLM Architects – ‘Improving the Operational Efficiency of Buildings using Performance Digital Twins’ •Steven Coulson, Associate, Holmes Miller – The East End Community Campus’ •Karen Pickering, Estate Development Manager, University of Edinburgh – ‘The retrofit route to Net Zero’ •Felicity Steers, of Erz Architects – ‘Integrated Green Infrastructure for school grounds’ •Alex Donaldson, of Scott Brownrigg – ‘Net Zero Behaviours’ •Elaine MacEachen, Head Teacher of St Bernards Primary School, Glasgow and some of her pupils – Social Enterprise. What is the format? This year’s forum takes place over one and a half days on 25-25 April at the Double Tree by Hilton Dunblane Hydro, in Dunblane, less than an hour from Glasgow and Edinburgh. It offers a unique combination of seminars, 1-1 meetings and engaging networking and social interaction which provide inspiring platforms to create communities that share best practice and build business relationships. The Forum is designed to deliver for built-environment professionals the chance to learn at first-hand what’s happening today and tomorrow in Scotland’s universities, schools and colleges. It really is the perfect opportunity for building owners and suppliers, architects and contractors to exchange ideas and develop their supply chain options in a highly businessefficient environment. The Forum attracts a wide range of university estates and facilities professionals, colleges, architects, contractors, M & E’s, campus and student accommodation developers all working on existing or future higher education building projects in Scotland. Our forums are complimentary to attend if you are actively involved in the design, build, delivery of education buildings, estates and facilities. The only investment is your time, and our aim is to maximise the return on how you spend it. The forum is held over one and a half days and follows the unique format of CPD seminar programme; one to one business meetings and the opportunity to engage in networking and social interactions with professional representatives from both education and healthcare sectors. A gala dinner on the evening of the 25th offers superb entertainment and hospitality, and a chance to relax with peers from across the sector. There are still places available for those wishing to attend. For more information, email: [email protected] or phone 020 8288 1080 Last chance to book your place for ebf Scotland 2024! New speakers have joined Stable Event’s education building forum in Scotland – which takes place on 25-26 April this year. To hear them and others, and meet leading players from across Scotland’s educational establishment, contact us now What: The education building forum Scotland 2024 When: 25-26 April 2024 Where: DoubleTree by Hilton Dunblane Hydro Hotel Web: www.ebf-scotland.co.uk “As designers we often don't engage with suppliers as much as we should. As a Director, I found the opportunity to influence the selections our specifiers will make, invaluable.” Scott Brownrigg “Excellent event, organised and managed extremely well by the Stable Media team, who were all excellent and always ready to help.” TGP Landscape Architects “The Stable Team performed well and delivered a fantastic event in a perfect venue. Brilliant, well organised with quality suppliers and award winning delegates.” JM Architects “It was very well organised and went like clockwork.” Adrian James Architects 12 educationdab.co.uk ebfs preview
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educationdab.co.uk 15 modular classrooms Modular classrooms used to support students following the pandemic AFTER identifying the need for additional learning facilities to help students hit key educational targets, Carrington Junior School turned to S Jones Containers for advice. Undoubtedly, the COVID-19 pandemic had a significant impact on primary level education, with multiple studies revealing stark results. Children born during the pandemic who are now reaching school age are reportedly slower at developing key language, cognitive and social skills according to official government data. As a result, many schools are implementing additional measures to limit the impact, including Carrington Junior School in Flackwell Heath. Recognising that a small group of students needed additional support to ensure they fully understood the curriculum, the school’s senior management team decided the best option would be to provide a dedicated long-term space. With this being unachievable within the estate’s existing buildings, an alternative solution was required. Using an area of outdoor space, the school chose to invest its funds in modular classrooms. The senior team turned to S Jones Containers to provide a robust and cost-effective solution. Following in-depth discussions to fully understand the school’s needs, the S Jones Containers’ conversions team designed and built two 6m x 2.5m prefabricated modular units. The linked containers were split into two rooms using a partition wall with a doorway to offer easy access to both sides. The wall was also designed to be moveable, enabling the space to convert into one large room. To allow the benefit of natural light in the space, large windows were installed along both sides of the units, in addition to the front door featuring a glass panel. A decorative fascia was added around the top outside edges of the unit which helped the new building blend in with the surrounding existing structures on the school grounds. The modular classroom was also fitted with multiple sockets so that teaching could be conducted seamlessly using electrical equipment. Heaters were installed on both sides of the unit for additional comfort in the colder months. Before delivery of the modular units, S Jones Containers’ team undertook a site visit to the school to advise on the best location to install the unit and lay the foundations. The conversions team also provided comprehensive support to ensure the local council’s planning regulations were fully met. Following the installation of the modular classrooms, Carrington Junior School was able to ensure students received the additional support they needed. Speaking about the process, Emma Cameron, Headteacher at Carrington Junior School, said: “We did initially look at wooden structures for our new classrooms, however an external modular classroom was the better option for us as it had longevity and flexibility. After speaking to the conversions team at S Jones Containers, we decided bespoke modular units, which were designed for our exact requirements, would be the best option for our teaching space. We’re really pleased with the finished classrooms.” Andy Nicholls, part of the Technical Engineering Sales team at S Jones Containers added: “Modular classrooms are very popular solutions for the education sector to help create additional space when construction is not an option. Not only are they high quality and durable, but they can also be installed with minimal disruption to both teachers and students.” www.sjonescontainers.co.uk/modularbuildings/classrooms
16 educationdab.co.uk interiors Specifying flooring for specialist teaching spaces With a diverse range of subjects taught in secondary schools, Dave Ford, Specification Manager at Altro, considers the key criteria when specifying flooring for specialist teaching spaces STANDARD secondary school classroom floors have to deal with a lot feet and furniture. Around 30 pairs of feet regularly come, go, or rest on the floor; add to that 30 bags, 30 chairs and many table legs and it’s clear that the floor needs to be tough. But in any secondary school there are many other specialist spaces with additional criteria to consider when looking at specifying floors or walls. To start with art room floors, these contend with a lot of contaminants, such as chalk dust and muddy water from clay work. Flooring needs to be easy to sweep up and clean up, without pupils slipping up. A CDT room floor presents different slip hazards, such as sawdust and on top of this, it needs to house heavy equipment and will see regular wheeled traffic. Look to specialist safety floors here, such as Altro Classic 25, with a high level of slip resistance to reduce the slip risk to one in a million, even with that muddy water and Altro Easyclean Technology, making it easier to clean up. At 2.5mm it’s tough enough to cope with art props or heavy equipment being dragged around the room, with the added benefit of comfort underfoot. Computer labs/server rooms have a simple function: protect the equipment that’s kept there, particularly if it’s static-sensitive. It’s also not somewhere you want to decorate regularly, so it needs to have a floor that goes the distance and is easy to maintain. Look to specialist options such as Altro Walkway 20 SD, a static-dissipative floor, reducing static build-up that has the potential to damage valuable equipment – both in terms of cost and how vital it is in the day to day running of the school. There’s also the added reassurance of its fire standards’ compliance in an area that has a higher fire risk than other spaces. Its 10-year guarantee ensures no disruption to the computer systems caused by repairs to, or replacement of, the floor before this time. In libraries/study rooms, for individual learning, small group discussions or browsing the shelves, these rooms need impact sound reduction from feet within the room. No longer dusty, off-putting spaces, these rooms should feel warm, welcoming and comfortable. With foot traffic mainly in front of the shelves and around chairs and desks, the floor needs to be able to withstand busy use. Look for flooring such as Altro Orchestra which offers comfort underfoot and 15dB sound reduction, as well as resistance to residual indentation ensures the floor’s thickness is only a benefit, with the weight of heavy shelves and other furniture needed in these rooms causing no problem. Science labs experience dropped experiments, amongst other mishaps, with the floor taking the brunt. Add to these trollies of scientific equipment coming in and out of the lab, plus students rocking back and forth on stools, and you’ve got the need for a tough safety floor. Look to heavy duty options such as Altro Reliance, which offers the ideal combination of good chemical resistance, cleanability, stain resistance and durability that a lab needs to look good for the long haul. And that stool rocking? Even if the rubber feet are rocked loose, 2.5mm thick Altro Reliance can withstand the pressure from the metal studs underneath that could pierce a thinner floor. With a high level of slip resistance, staff and students are also safe from slips caused by water accidental spills. www.altro.com/education
educationdab.co.uk 17 interiors BLACKWOOD Comprehensive School in Gwent has prepared for emergency lockdown procedures by retro-fitting door jammers to all classroom doors, using Swiftlock door jammers, invented by British crime prevention specialists, Solon Security. Gwent Police liaised with the school on the install, having worked closely with Solon Security during multiple editions of the Safer Streets Campaign. Funded by the Home Office, the campaign aims to assist police forces to purchase and install security equipment to prevent, reduce and tackle neighbourhood crime, anti-social behaviour and violence against women and girls. “It’s vital for us to be able to lock down swiftly should the need arise,” says School Business Manager Nathan Bracegirdle. “Knowing we have an effective system in place means we can place our focus on educating our students.” Swiftlock door jammers enable internal doors with a lever handle to be rapidly locked from the inside. Teachers carry with them or safely stow the lock piece, which can be rapidly slid onto a small ratchet track attached to the classroom door. Once the lock piece is pushed up into place, the door handle is firmly locked in the closed position. A push and slide mechanism allows the the door to be opened once the all clear is given. “Students and teachers should feel safe when attending school,” says Police Sergeant Clark Evans, Safer Streets Co-ordinator. “We hope this installation reassures parents, students and teachers that the Police and local authority are working together to help create a secure educational environment.” www.solonsecurity.co.uk Gwent school retrofits lockdown solution Fire safety strategy helps SEND school ADEDICATED team from SOCOTEC UK's Fire Engineering division played a vital role in providing fire consultancy services for the construction of a SEND school which looks after 150 children aged four to nineteen with complex social and communication needs. The SOCOTEC team was involved in constructing a two-storey L-shaped school block, housing classrooms, a nursery, a kitchen, dining facilities, and staff amenities. Additionally, contributions extended to the construction of a single-storey sports block, featuring a fitness studio, court hall, changing rooms, and storage areas. Throughout the project, SOCOTEC provided a range of fire consultancy services, developing fire safety strategies during the design stages and offering adhoc advice during construction. A tailored fire safety strategy was devised considering the unique needs of the occupants, with innovative design approaches to address potential challenges. To accommodate the specific requirements of SEND occupants, traditional warning alarm sounders were replaced with voice-based alarms, providing clear instructions for effective evacuation. Pre-evacuation alerts for staff members, multi-tone sounders for flexible alarm tones, and the design of common corridors as protected escape routes were implemented to enhance safety during evacuations. The width of escape routes was increased to account for the occupants' needs and potential evacuation challenges. Key features of the fire safety strategy for this SEND School include: •Early warning system for staff members to respond promptly during emergencies •Multi-tone alarm system offering flexibility in alarm tones, minimising disturbance to occupants •Protected escape routes throughout the school to enhance safety during evacuations •Wider escape routes to compensate for potential increased evacuation times associated with the occupants’ needs. www.socotec.co.uk The door jammer enables internal doors with a lever handle to be rapidly locked from the inside
18 educationdab.co.uk interiors Air barrier system provides effective membrane THE Wraptite external air barrier system from the A. Proctor Group has been chosen for its airtight benefits for a Department for Education (DfE) funded project, the offsite construction of Northampton School for Boys Multi-Academy Trust. The new project forms part of a full turnkey solution provided by Algeco, acting as principal design and build contractor alongside Watson Batty Architects. The project comprises 210 modules using Seismic software technology, plus a hybrid structure for the halls, to create the 1,200-place new secondary school, including sixth form. The Wraptite air barrier system is a safe and simplified membrane system. It provides a fully self-adhered vapour permeable air barrier certified by the BBA and combines the critical properties of vapour permeability and airtightness. This approach saves on both the labour and material costs associated with achieving the energy efficiency demands in buildings. The self-adhesive design is suited to offsite manufacture, easy and quick to apply. Installing Wraptite at a low level in the factory enables the membrane to be easily applied and avoids the risks of working at height. Offsite installation also enables the product to be installed in completely dry conditions to ensure full adhesion in a quality-controlled environment to deliver the required airtightness requirements. Also specified alongside Wraptite was Protech GM Super a high-performance proprietary reinforced gas barrier that has been specifically designed by the A. Proctor Group to conform with the latest guidance. www.proctorgroup.com THE prevalence of violence in schools is on the rise, as highlighted by a recent report. Shockingly, 13% of schoolteachers in the UK were assaulted by pupils last year. A key aspect of tackling aggressive behaviour is addressing the school infrastructure itself. By creating safe learning environments that prevent harm to others, the risk of aggressive behaviour escalating into physical attacks can be minimised. This is where staff safety systems play a pivotal role. Staff attack systems, commonly found in high-risk environments such as mental health facilities, hospitals, and retail centres, provide teachers and assistant with the ability to summon help quickly in emergencies. Pinpoint's safety systems operate through the communication of infrared signals emitted from one alarm device to another receiver unit. The alarm, concealed within the teacher's ID badge holder, is a small yet powerful device. It features two call levels: emergency and assistance. In situations where a student displays hostile behaviour, the teacher can discreetly press the 'assistance' button on the back of the alarm to silently notify colleagues of the need for additional support. Often, the presence of another teacher is sufficient to diffuse a potentially aggressive situation. However, if a student acts violently towards a staff member or fellow student, the teacher can press the 'emergency' button on the alarm to urgently summon help and activate the emergency alarm. This rapid response allows responders to swiftly intervene and de-escalate the incident. By triggering the system, the teacher alerts others to the exact location and nature of the incident, enabling colleagues to quickly react and respond. The efficiency and reliability of this process prevent violent behaviour and instil greater confidence in the school's security among staff, students, and parents. Scott Thomson, Deputy Head Teacher of Carrongrange School, Grangemouth, where Pinpoint's staff safety system is in use, commented: "It helps staff and pupils feel much safer. The knowledge that staff can immediately summon help with their alarm has significantly reduced the number of incidents.” www.pinpoint.ltd.uk Pupil violence reduced in schools by staff safety system
advertisement feature Junckers is the UK’s leading supplier of solid hardwood floors to the education sector, with a long history of manufacturing long-lasting, safe, high performing and sustainable flooring systems. In the past ten years, the company has supplied flooring to over 800 schools, colleges, and universities in the UK. Longevity A solid hardwood floor from Junckers has a longer lifespan than most other flooring options. It can be sanded and refinished up to ten times without affecting its quality or performance. With an interval of approximately twelve years between refurbishments, a design life of 60+ years is easily exceeded. Therefore, the life cycle cost of a Junckers floor is unmatched. Sustainability It goes without saying that a floor with a long lifespan is also beneficial to the environment. As well as being naturally low in embodied carbon, Junckers’ solid wood floors have full environmental credentials including EPDs, FSC®, PEFC, and Indoor Climate certification. Performance All Junckers’ sports floors perform with unique area-elastic characteristics providing the ultimate freedom of movement, protection against injury and enables the athlete to perform to the best of their abilities. Our sports floor solutions are tested and approved in accordance with the European standard EN 14904. Junckers’ activity floor systems fulfil the requirements of classes A3 and A4 under the standard, which means they meet the Department for Education’s design rules for area elastic floors in schools. Flexibility A Junckers sports floor is designed for multi-purpose use. It can easily be adapted for flexible use as a classroom, for example, without the need for any additional protection provided a few simple measures are followed. The floor is hardwearing and very resistant to scratches, scuffs, and indentations – the same Junckers lacquer finish is used in hightraffic commercial and public buildings. If the floor has become damaged, it is very easy to renovate by sanding and sealing, the cost of which is usually far less than a temporary covering. Junckers floors can also be used together with retractable seating systems. UK-based technical support Experienced and knowledgeable technical support is available for all projects, large or small. Junckers manufactures its own floors rather than buy from a wholesaler and are therefore able to offer insight and information needed for complex projects. Tel: 01376 534 700 Email: [email protected] Instagram/Twitter: @junckersfloors Website: www. junckers.co.uk Choosing sports and activity floors for schools
New life for Bradford primary’s playground WHEN a Westbourne Primary School in Bradford needed help with its tired, outdated early years play provision, playground specialists ESP Play stepped in to complete a remarkable turnaround. The outdoor space for the Early Years Foundation Stage (EYFS) children was in need of serious cosmetic improvement and lacked the facilities pupils needed to be able to enjoy learning from play. The existing space didn’t offer suitable progression between the indoor and outdoor provision and the majority of activities needed to be teacher-led. The lack of opportunity for children to initiate their own play was a concern. Last summer, Burnley-based ESP was asked to design and install a new playground area that was more inviting, stimulating and engaging. Work began by installing new surfacing to the playground. This involved a variety of different surfaces, used to define the different play zones. These included block paving, resin-bound gravel and artificial grass, some of which included playground markings, such as a ‘roadway’. The team at ESP then built a water-play feature and a raised, ‘messy’ play area.The playground design included several pieces of climbing equipment, including an underground tunnel with an artificially grassed mound, log stairs, twisty challenges and a large, centrepiece tangled climbing frame. The finished design transformed the outdoor space for Westbourne’s pupils, providing more open areas for play that were both safe and inviting for children to play on. Carefully created zones meant space could be used more effectively and safely while providing a much wider range of age-appropriate activities for children to participate in. www.espplay.co.uk 20 educationdab.co.uk exteriors Eco classroom provides indoor spaces at Asfordby Hill WITH the growing importance for educational institutions to improve their student support services, many schools are looking to create more space to facilitate quality support sessions. Asfordby Hill Primary School in Melton Mowbray, Leicestershire, chose school building manufacturer Cabins for Schools to design and install a 7m x 4m Outdoor Eco Classroom with a 3.8m partition. Their brand new additional building, 'The Pod', now provides two functional rooms for a wide variety of learning and support activities. From ELSA support, Autism Outreach meetings, music tuition and Lego therapy sessions, the staff and students at Asfordby Hill now enjoy the versatility of their Outdoor Eco Classroom and have found it to be hugely beneficial for the whole school. “The main reason we wanted an outdoor classroom was the lack of space in our school,” said Nicola Bailey, Assistant Head & SENCO. She added: “Now, with The Pod, the two rooms of the cabin are used for different purposes, simultaneously without any noise or disturbance from the other side. In the smaller room, we have 1-1 interventions, music lessons, ELSA sessions, therapy sessions as well as for when social workers visit our school to meet with certain children. And we use the larger room for lots of different meetings such as when Autism Outreach are here as well as other outside agencies as well as for our Lego Therapy and reading groups” Jo Purkis, Emotional and Literary Support Assistant, commented: “Before we had The Pod, I was all over the place. I had a box which I would cart around the whole school! Sometimes, sessions used to take place in the library but this was open plan and so not ideal for the children as they need to have a safe spot where they can open up. Here in the cabin, we have a really nice safe space. I can have all of my resources out and the children can come and help themselves to colouring or craft materials and we can just sit and make things and have a chat. It's great!'” www.cabinsforschools.co.uk
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