J/Aug 2023 • £8 also in this issue: Flooring solutions How to deliver excellent flooring solutions with great style Lighting tips Advice on better light in cafeterias, classrooms, labs and libraries Ventilation Suggestions on how to decide what ventilation system to select also in this issue - hee magazine: The sticky campus: Designing post-Covid campuses that attract and retain students and staff Security & access controls: Here’s how one university installed a compliant access control solution Roofing: Imperial College London has a new roof covering for the Wolfson Education Centre Exemplar building triples size of Belfast campus Ulster University has expanded its Belfast campus to accommodate over 15,000 students and staff
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educationdab.co.uk 3 School building programme moves up a gear AFTER a slow start, it appears the Government’s plan to rebuild 500 schools over the next decade is gathering momentum. An upturn in school building work is the main driver behind a 22% increase in new underlying education projects (less than £100 million in value) starting this year and a further 12% next year, according to the Glenigan Construction Forecast 2022-25. The need to speed up the building programme is highlighted by Department of Education figures showing the number of secondary school-age children is set to rise by 13% between 2018 and 2024, creating demand for an extra 381,000 school places. In response, at the last Autumn Statement, the Government committed £1.8bn of capital funding over 2023/24 to improve school buildings. A further £487m has also been made available for councils to provide extra school places by September 2026. And there is still work to be won by designers, contractors and suppliers in the final stages of the £1.5bn further education capital transformation programme which, when completed, will have upgraded 146 further education colleges. The Glenigan forecast predicts that the value of underlying school project starts will rise from around £2.75bn last year to close to £3.4bn this year and to around £4 billion by 2024. Beyond that, Glenigan suggests the sector may be impacted by a post-election review, with project starts slipping by possibly as much as 11% during 2025. The bigger picture is that the Department of Education’s capital funding increased by 26% during 2022/23 and is set to grow by a further 19% during the current financial year to £7 billion. What this fails to tell us though is how much work the increased investment will actually buy. Inflation has ripped through the construction sector over the past 18+ months, and is only now gradually falling. Budget increases of 22% and 19% are very welcome indeed, but time will tell whether sufficient capacity is created to reduce class sizes across the country, and particularly in those areas experiencing the largest increases in population, most notably the South-east. Ulster University expands campus Ulster University has expanded its Belfast campus, adding 75,000 sqm of additional space to the existing Ulster University city centre campus, which more than trebles the existing size of the university campus. Story pages 24-25. 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]
In line with the Department of Education’s School Rebuilding Programme to deliver schools that are net-zero in operation, education facilities are under immense pressure to support this goal. Tarkett Lino Loose-Lay is the natural, bio-based choice for school facilities that require quick and easy glue-free installation. The collection offers extreme resistance due to its xf² surface treatment that gives high resistance to abrasion and chemicals, making cleaning easier and more effective for staff while minimising the environmental impact of your school. loose-lay linoleum Scan the QR code to explore the collection Helping schools deliver net-zero in operation
educationdab.co.uk 5 educationdab.co.uk contents J/Aug 2023 6The Royal Institute of British Architects has published new guidance to ensure that inclusion and accessibility are considered at every stage of the design and construction process. 10 Design Solutions Tarleton Academy in Preston, built by Willmott Dixon, is the first of the DfE’s flagship pilot schemes to be completed, and also the first to be zero carbon in operation. 12 ebf Preview Stable Events’ education building forum takes place on November 9 and 10: time to book your place at this must-attend gathering. 15 Flooring A leading specialist supplier discusses the importance of flooring in helping improve student performance. 16 Lighting How to create better light for brighter pupils and reduce fatigue, eye strain and glare. 17 Ventilation A breath of fresh air for schools and colleges – some tips on how to get it right.
6 educationdab.co.uk news THE Royal Institute of British Architects (RIBA) has published new guidance to ensure that inclusion and accessibility are considered at every stage of the design and construction process. The result of a multidisciplinary collaboration - including input from people with lived experience and experts from 25 built environment professions - the Inclusive Design Overlay to the RIBA Plan of Works is an important step towards RIBA’s commitment to making the built environment accessible and welcoming for everyone. The guidance, which is intended to be used by anyone involved in the built environment sector, assigns clear responsibilities and tasks to the different roles involved in a building project – including client, project management, design, construction, and asset management teams. Inclusive design seeks to create buildings and spaces that welcome everyone, regardless of age, sexual orientation, gender, health condition, disability, ethnicity, or religion. It means considering the needs of people with physical, cognitive, and sensory impairments, including neurodivergence and dementia. Says RIBA: “Inclusive design is about more than buildings and the space around them. Enabling everyone to participate equally, confidently, and independently in everyday activities is a vital part of creating a sense of belonging and making society more equitable.” Inclusive Design Overlay Project Lead and Lead Overlay Author, Pareisse Wilson, said: “The biggest positive for me regarding this project is the fact it has been created in collaboration with industry, from landscape architects and engineers to project and facilities mangers. Together these collaborators helped decide which roles to include and contributed to defining the inclusive design tasks they would undertake at each Work Stage. Throughout the journey over 100 built environment professionals have attended workshops or provided feedback on draft versions of the Overlay. This makes the Inclusive Design Overlay a truly inclusively designed framework.” RIBA President Simon Allford said: “The Inclusive Design Overlay will help not only our members but other design professionals to support wider communities, placemaking, and buildings, by designing for everyone.” Preston school children showcase their engineering skills PRIMARY school children from Preston taking part in the Primary Engineer Construction project have showcased and competed with their completed engineering builds at a Celebration Event at Preston College judged by Baxi engineers. This is the second year running that Baxi, which has a manufacturing facility in Bamber Bridge, has supported the Primary Engineer programmes in the Preston area. Ten of the company’s engineers have spent the last four months working with teachers in participating primary schools as they deliver the Primary Engineer Construction project to the children. At the Celebration Event, the Baxi engineers tested and judged the builds, then interviewed the children who were excited to explain the research they had carried out, the aspects of the project they liked best, and the engineering knowledge they had acquired through the process. Aisha Siddique, a Mechanical Engineer Degree Apprentice at Baxi who was one of the judges on the day, emphasised the need to encourage an interest in engineering from the early years. “We need to educate children on what an engineer does, and the wide variety of career paths open to them from an early age. Understanding why we’ve chosen this career and bringing real-world engineering into the classroom is so valuable. The project helps to develop essential skills like visualising, creative problem-solving, testing and evaluation, improving and adapting, along with teamwork and communication – all of which come into play with engineering.” New guidelines put accessibility and inclusion at the heart of building design
DORA Vestito, associate at the multi-disciplinary consultancy Pick Everard, has welcomed the government’s newly launched £2.6 bn investment programme aimed at building 82 new SEND schools, She says: “The measures help to address the needs of more than one million children with SEND requirements in the UK. The BBC recently reported that 52% of state-funded SEND schools are oversubscribed and currently have more children in their classes than their number of places. So the new investment in schools is very welcome and helps to continue shaping the best learning environments for pupils. As architects, we can support this through well-considered design and planning, ready for the delivery of the next generation of school buildings.” Vestito adds: “Given the complex range of physical and cognitive difficulties that require support, designing SEND schools presents an entirely unique set of requirements - yet the core principles of education remain the same. “Since 2020, we have been working with Bowmer + Kirkland (B+K) on its SEND schools programme, under the Department for Education’s National Framework. Here, early collaboration in the client engagement process has been key to success, as each school can have its very own particular set of requirements based on areas of specialism or age range.” The DfE has strict guidelines around the specifications of certain building elements and the proportions of teaching spaces are standardised in such way that ensures children and staff feel as comfortable as possible, so that positive learning outcomes can be achieved. Says Vestito: “Some of these core principles include design repetition, such as limiting the window types and/or sizes within the building fabric, to ensure pupil safety, as well managing cost effectiveness within the programme. A linear formation of the school building is also advised by the DfE, and has underpinned our SEND programme with B+K, with minimal indents enhancing environmental safety.” She adds: “Colour palettes are often closely considered to stimulate or calm SEND pupils, depending on the environment in which they are situated. Biophilic design has also been shown within numerous studies to promote feelings of health and wellbeing within several different building environments, so we must always consider, where appropriate, principles that connect staff and pupils to nature to aid development.” Vestito also points out that SEND schools need more breakout-led spaces than traditional schools. “Often within SEND design, classrooms are placed adjacent with support spaces. These are often isolated areas created to calm children should any incidents occur or they feel distressed and need to be removed by a teacher or support worker from a particular group environment. Initiatives like this require us to closely consider access and route-finding, so that staff and pupils feel comfortable quickly and easily in times of need.” educationdab.co.uk 7 news Pick Everard welcomes £2.6bn investment in SEND schools Construction work begins on Dundee’s new £100m schools campus BUILDING work has started on a new £100m East End Community Campus in Dundee. Designed by Holmes Miller for Dundee City Council, with Robertson Construction as the main contractor, the new facility will cater for around 1,800 pupils from Braeview Academy and Craigie High School and their teachers, staff, and the wider community. Local residents, pupils, staff and community organisations were consulted extensively on the design of the campus. Their input led to various changes in the design, including how departments are arranged, and the inclusion of facilities that will ensure the building can be used 365 days a year. Facilities that the wider community can use will include a music and drama centre, café, library, floodlit all weather pitches, a fitness suite and a dance studio. The community campus is due to open in time for the new academic year in August 2025, will be built to the international ‘Passivhaus’ sustainable energy use standard, using responsibly sourced materials.
8 educationdab.co.uk analysis Looking Back: I think it’s fair to say that since the millennium, technology’s had the biggest impact on our designs. Twenty years ago, the first tablet had only just been invented, smart phones and social media weren’t anywhere near as prevalent as they are today, and video conferencing would take another decade before becoming mainstream. Today’s students have access to all these and more, creating an ‘anytime, anywhere’ learning approach. In design terms, this has translated most prolifically at colleges and universities. The ability to use immersive technology really brings education to life and creates a far more engaging environment. We’re able to use space more efficiently and flexibly, incorporating informal and remote learning, social spaces, and individual and group teaching zones. In terms of school buildings, the most significant difference, certainly over the past decade, is the increased involvement of the DfE. Prior to this, designs were briefed by senior management teams and although this was successful to a point, it presented challenges especially when key personnel changed mid-way through. Now, most projects we deliver are managed and funded by the DfE, meaning a stricter brief and design criteria. Whilst this streamlines the process and ensures consistency of design and quality standards, it doesn’t allow for wider staff/pupil engagement, which in our experience reveals the most informative and imaginative feedback. Green Buildings: Sitting firmly alongside these changes has been the rise of the sustainability agenda, and this has two strands. Firstly, there’s the importance for the environment, and this is where existing estates can be pushed harder. Re-use of buildings is far better than new build. There’s no denying delivering more sustainable buildings is costly, but as we all face rising energy bills, this initial outlay is quickly paid back. Secondly, Gen Z and Gen Alpha are passionate about the environment. We see this reflected in the curriculum, the increased volume of FE courses related to sustainability, and the general appetite to understand more about their surroundings and how they work. In effect, educational buildings are becoming tools in their own right. We’re actually currently working on a pilot for the DfE’s GenZero project, which is seeking a new ultra-low carbon building standard for schools, so this will be an exciting step forward for students, staff and the industry. Pandemic Legacies: How buildings work and create healthy, comfortable environments for occupants is one of the biggest pandemic lessons. Enforced remote learning awakened new patterns, meaning we could challenge the ‘norms’ around use of space, and demonstrate how estates can be leaner. For instance, we’re finding that there’s much more awareness about wayfinding, circulation routes, access and egress than ever before. By creating flexible spaces for collaboration, self-study, and virtual meetings, we can choose environments to suit the task, resulting in a more agile workforce and estate. The other lesson links back to my sustainability point. The use of biophilic design principles and ensuring access to adequate natural ventilation and daylight has escalated significantly as people recognise the health and wellbeing benefits. Biophilia does more than improve physical and mental health though, it also has acoustic benefits, can improve thermal performance, air quality and create wayfinding.” Designing for future generations of students An award-winning architectural practice, Race Cottam Associates has specialised in the education sector for over two decades. Director Pauline Lake reflects on how educational architecture has evolved, pandemic legacies and lessons for the future
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TARLETON Academy in Preston is a new “Zero Carbon in Operation” (NZCiO) secondary school which will soon be home to 750 pupils who will switch this September from their outdated school adjacent to the new building. The £21m school is part of a generation of net zero learning environments that the Department for Education is rolling out. Its facilities include 36 classrooms, a 20m swimming pool, plus new fitness suite and multi-use games area. The existing school will be demolished when the new building opens next month. The school’s net zero carbon rating was achieved by its enhanced thermal building envelope, which includes increased air-tightness, triple glazing and reduced thermal bridging. The various massing, orientation, ventilation and shading strategies were tested in preconstruction via an iterative modelling process rather than just modelling for compliance. The pool uses micro-filtration rather than sand which reduces the pumping load and saves energy. Procured using the Department for Education (DfE) construction framework, the new Tarleton Academy is one of the DfE's flagship pilot projects. The school has renewable energy generation comprising both ground source and air source heat pumps. Furthermore, the roof features an array of 1,500 sqm photovoltaic (PV) solar panels, harnessing renewable energy and offsetting all energy used on site. Willmott Dixon drilled 22 boreholes 150m deep for the ground source heat pump and the roof-mounted air source heat pumps to provide fossil free energy, with all energy use on site offset by 1,500 sqm of PV panels. Explains Willmott Dixon Operations Manager Simon Atkinson: “We worked hard to ensure the design was simple and familiar wherever possible, without reducing the architectural quality. The more complex shape a building is, the harder it will be to achieve NZCiO and every change has a knock-on effect. “The new school was built on the tight site of the existing school, which will be demolished. This informed the shape of the building and added to the complex logistics of maintaining a building site right in the middle of a live school.” Establishing good relationships with supply chain partners was a crucial part of the process. Says Atkinson: “Given the importance of our supply chain to the achievement of NZCiO, we engaged them early so they were involved right at the start of our zero-carbon journey. This is the first project in the North where we used Energy Synergy to bridge the performance gap and drive down energy costs.” Willmott Dixon’s EnergySynergyTM process involves a team of zero carbon specialists comparing actual energy performance for a period of two to three years after handover with energy performance targeted at the design stage, ensuring there is no difference in operational use against that predicted when designed. Willmott Dixon has gained much valuable experience from the pioneering project. Says Atkinson: “We learnt a great deal – while Ground Source Heat Pumps are expensive, they do provide free cooling. Also, avoid fancy technologies and keeping the mechanical, electrical and plumbing systems simple means the school will be able to use and maintain the building efficiently for years to come.” Anthony Dillon, managing director for Willmott Dixon in the North, comments: “Tarleton Academy is a world class learning environment, net zero carbon in operation, and benefited from our extensive EnergySynergy™ performance monitoring process to reduce costs.” Talking to the Lancashire Post as the 10 educationdab.co.uk design solutions Net zero school leads the way Tarleton Academy in Preston, built by Willmott Dixon, is the first of the DfE’s flagship pilot schemes to be completed, and also the first to be zero carbon in operation
new school neared completion, Lesley Gwinnett, CEO of Endeavour Learning Trust, and former headteacher of Tarleton said: “We needed a new school – the old school was pretty decrepit – but we've managed to do here is absolutely amazing. The staff and the kids are absolutely blown away with what we’ve got here in terms of this new school. We’re incredibly proud of it and I think what it does particularly is it is now a physical manifestation of the journey we’ve been on as a school to make sure we genuinely are at the heart of this community and [that we offer] amazing provision for our children, and we’re really proud today to open this school. “Really importantly for me and our children particularly, this is the most environmentally friendly building that you can get, in terms of how we’re heating it, in terms of the lighting, so not only is it going to be a sustainable building in that sense, but it means moving forward, the massive costs we have in school through our energy, Tarleton is going to be spearheading ways of... get[ting] the bills down and those things are important as well so we can spend that money on the children.” Tarleton Academy is Willmott Dixon’s latest ultra-sustainable education project. It follows the award-winning £38m Harris Academy Sutton, the UK’s largest Passivhaus accredited secondary school, and Hackbridge Primary School, the UK’s first Passivhaus ‘Plus’ education facility, which consumes only 75% of the 100% renewable energy it generates, selling the remainder back to the grid. www.willmottdixon.co.uk educationdab.co.uk 11 design solutions
12 educationdab.co.uk event preview A must-attend event for the education building community STABLE Events’ education building forum is approaching fast – so put the 9th and 10th of November in your diary and get in touch as soon as possible to book your place at this mustattend gathering. We’re revisiting one of our most popular venues, the beautifully scenic De Vere Cotswold Water Park, Gloucestershire. We’ll be discussing all the latest industry issues and facilitating meetings between like-minded professionals who can help each other do business more smoothly and efficiently. A series of top-level speakers will be presenting at the Forum, delivering invaluable insights into new projects as well as many of the key issues of the day. This year’s seminar theme will be “Shaping environments that nurture, engage and educate”. Speakers will be addressing topics that include: Neuro-based classroom design; Environments that inspire top-tier teaching; Net Zero schools; How nature enhances education; Biophilic schools; and analysis of the DfE’s capital expenditure plans. We’re always keen to offer the broadest range of views and topics, so if you’re interested in being one of our speakers, get in touch with Georgie Smith (contact details to the right) to discuss this opportunity to share your expertise with your peers. As well as engaging with presenters in a relaxed setting, delegates at the Forum can network extensively with a wide range of like-minded people. Attending will be education estates and facilities professionals, architects, consultants, contractors, project managers and M&E specialists, plus a wide range of key suppliers from across the education spectrum. Held over one and half days, the schedule of seminars and one-on-one business meetings is complemented by an extensive social programme including an informal dinner on the 9th. The education building forum is a fully CPD-certified event. For more details or to register for your complimentary place now, contact either Georgie Smith or Lily Dyason on 0208 288 1080. Emails: [email protected]; [email protected] “Really enjoyed the event, very well organised and executed. The event book was a standout for me in terms of enabling quality follow-ups.” Mace “A very useful event that was very informative and provided opportunity to network as well as enjoy some relaxing downtime.” Vitruvius Management Services “Very good experience.” Willmott Dixon Interiors “It was very well organised and went like clockwork.” Adrian James Architects What: The education building forum 2023 When: 9th-10th November 2023 Where: De Vere Cotswold Water Park Web: www.eb-forum.co.uk
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educationdab.co.uk 15 flooring Choosing flooring to enhance the learning experience A STUDY from the University of Salford, Manchester, The Impact of Classroom Design on Pupils’ Learnings, reveals that physical aspects like colour, light, texture and air quality carry the potential to improve student learning progress by up to 16%. Ensuring the flooring we use in educational spaces contributes to these is key for classroom success and a comfortable environment for all. The right flooring choices in schools helps to provide the foundation for an environment that optimises engagement, supports teaching, and inspires learning. But delivering on occupant comfort covers a range of factors, a significant one being Indoor Air Quality (IAQ). Good IAQ is critical for healthy and productive learning environments and is significantly impacted by the material specification and finishes that go into a space. Material health is a key element of Shaw Contract’s approach to developing flooring solutions. Using material ingredients in flooring products that limit the presence of volatile organic compounds (VOC) and odours released into the air we breathe is paramount. Products with a Eurofins Indoor Air Comfort Gold certification means they meet the most stringent compliance for a product with low VOC emissions criteria and contributes to a healthy indoor environment. The tiles are also easy to maintain, without a need for chemical cleaning. Working with lead project contractors BAM Construction, Shaw Contract provided flooring solutions for Castle Mead, a 1,200-place eight form entry academy, adding to the successful run of schools for the Mead Educational Trust. Carpet tiles are a popular flooring choice for educational environments because they are easy to install and maintain, help reduce noise and are highly durable under heavy foot traffic. Modular flooring options also mean that tiles can be lifted easily and replaced as required. Shaw Contract’s Auxiliary carpet tile collection was specified for strategic interior spaces such as the library and study rooms within the new Academy. With nature-inspired cool to warm tones that help to promote a sense of calm, Auxiliary is ideal for creating the right atmosphere for learning. Styles Complement and Feature have been used in grey and blue tones to introduce a subtle interplay of colour and pattern. Featuring Cradle to Cradle certified TaskWorx backing, the tiles have been used in high-traffic areas like hallways to help reduce impact noise from footfall, while improving sound absorption in these spaces. The carpet tiles are also part of Shaw’s Take-back scheme through which materials are recycled, re-used or repurposed after their useful life. Pattern and colour have also been considered throughout this project and the carpet tiles, made in the UK, provide both functionality and style to the learning environments and help to deliver a modern and comfortable learning environment for all students. The use of Shaw Contract’s carpet tiles has delivered on all of Castle Mead’s requirements regarding their sustainability criteria, material health and helping to create a fun learning environment with the optimum occupant comfort to boost learning opportunities for the students using the space. www.shawcontract.com/en-gb Samantha Dawe of Shaw Contract discusses the importance of flooring in education settings
16 educationdab.co.uk lighting How to create better light for brighter pupils POOR lighting can cause fatigue, eye strain and glare. But installing a high quality energy efficient lighting solution helps create the best possible environment, enables higher concentration and has a positive and stimulating influence on effective learning. The key factors for consideration when creating the optimum lighting solution include the use of high quality, energy efficient LED luminaires, good colour rendering (Ra) over 80, colour temperatures between 2700K - 6500K, flicker-free luminaires, the use of high quality lighting controls and a long service life to ensure the lighting quality is maintained over time. The type of activity being undertaken, the spatial environment and face-to-face communication should also be considered. The five key points of consideration or education lighting are: What standards apply: the key European standard for indoor workplace lighting is EN 12464-1. Among other things, it sets recommended light levels and glare limits for different areas and tasks. The Society of Light and Lighting’s Lighting Guide 5 offers guidance specifically for education, and there are other relevant standards for particular areas such as emergency lighting and acoustics including BREEAM, LEED and WELL. How to use natural daylight: natural light is essential and there should be a connection between daylight and artificial light. Daylight should be the primary source of light for schools (daylight factors of 4 – 5 % and a minimum of 20% of glazing on external walls). Natural daylight also ensures students and staff retain a link to the changing light/weather conditions. Human performance can also vary, depending on the time of day or night (Circadian Rhythms). Our body and mind work most effectively in the morning and late afternoon. Light contributes to our vision and synchronises the biological clock which controls our sleep and wakefulness cycles. A high intake of daylight improves our sleep, performance and mood and therefore reduces drowsiness. Understand the space: when designing a lighting scheme for the educational environment you should take into account the amount of daylight in the room, the planning and positioning of the luminaires, and the use of highly efficient lighting controls with the ability to preprogramme lighting scenarios according to the space in use and the time of day to ensure that all the requirements of the space are met. How to light people’s faces: great lighting should enable you to communicate effectively with those around you in an atmosphere that feels conducive to learning. Good communication relies on good facial modelling, this is achieved by balancing diffuse and directional light. Getting the best out of light: LED advances mean that today’s products offer high performance, good quality illumination and have a long life span. They are also very economical and keep lifetime costs to a minimum. Lighting controls play a major role and can increase flexibility and efficiency. The use of digital lighting management solutions from single rooms to entire buildings provides a great tool for getting the very best out of light. Schools are legally required to provide emergency lighting and to ensure that it is regularly tested and maintained. Emergency lighting should incorporate the latest LED technology, offer longer lifetime, maximum flexibility, high efficiency with ease of installation and maintenance. Other considerations include product longevity, manufacturer reliability and if there is a product guarantee. Room layouts may change at a later date so the installed lighting solution should be flexible and adaptable to enable the incorporation of lighting controls and other functions in the future. High quality lighting products are built with the future in mind. Good lighting is not about good teaching, it is about effective learning www.thornlighting.co.uk/engb/solutions/education-lighting
educationdab.co.uk 17 ventilation A breath of fresh air for schools and colleges Ventilation is a crucial part of creating a comfortable learning environment but where do specifiers start? Huw Poppy, business operations manager at Passivent, offers some thoughts ANY conversations around ventilation in schools must be informed by the requirements of Building Bulletin 101 “Guidelines on ventilation, thermal comfort and indoor air quality in schools” and Building Bulletin 93 “Acoustic design of schools – performance standards” as well as the new stricter targets on ventilation set out in Building Regulations, Part F. The chosen ventilation strategy should also contribute to a reduction in both carbon emissions and operational costs over the whole life of the building. In accordance with BB101, ventilation in schools needs to be such that it achieves a daily average concentration of carbon dioxide of less than 1000ppm during the occupied period and should not exceed 1500 ppm for more than 20 consecutive minutes each day at full capacity. It’s also important that the building maintains an even temperature throughout the year with summertime thermal performance considered to prevent overheating. There are various ventilation strategies which can be effectively used within educational settings, and understanding the fundamental principles of these will help specifiers select the most appropriate solution. Cross-ventilation uses controllable high-capacity inlets/outlets on two opposing building facades. It is suitable for spaces with a depth of up to five times the floor to ceiling height, while single-sided ventilation, where the air is brought in and extracted through the same façade, can be used in spaces with a depth of up to 2.5 times the floor to ceiling height. Passive stack ventilation uses a combination of cross ventilation, buoyancy (warm air rising) and the venturi effect (wind passing over the roof terminals causing suction). Displacement ventilation uses wind driven roof mounted terminals with separated chambers to channel air down into the building regardless of wind direction. This strategy is suited to taller spaces such as large atriums, sports and dining halls rather than classroom areas. Of course, this is just an overview of a complex issue and is exactly why early engagement and close collaboration with ventilation specialists can be so beneficial. Natural ventilation is the preferred choice over mechanical ventilation systems for educational settings for many reasons. By ventilating an internal space without the requirement of fans, natural ventilation offers a low energy system, reduced maintenance requirements and importantly, less noise pollution. This is a major consideration for all schools but particularly those with a high intake of SEND pupils. It relies on natural forces including external-to-internal temperature difference, wind pressure and buoyancy – essentially the force that makes warm air rise. However, for natural ventilation to work effectively, it must be ‘designed in’ from the start to allow for cross flow of air, stacks and general planning of air paths and circulation throughout the building. By reducing reliance on fans to ventilate a space, natural ventilation systems consume less energy and with stricter environmental targets and rising fuel costs, this is a major benefit. Such systems can also help maintain a comfortable indoor temperature which is fully compliant with BB101 by tempering the incoming air. During summer months, night-time purging can be enabled to cool the building down, avoiding overheating the next day. And where there are high internal heat gains, natural ventilation can be used in conjunction with air conditioning where the system will work passively for as much of the year as possible and the cooling system will only be used when needed. www.passivent.com
ess. building forum the education 9th - 10th November De Vere Cotswold Water Park Shaping environ nurture, engage do busine connect. meet. 2023 nments that and educate co.uk ate” 8 1080 ation facilities. ”, tailored he latest trends , build or lities join us co.uk -events.co.uk www.eb-forum.c call now: 020 8288 Share best practice and explore the latest in design, build and delivery across all types of educa With a dedicated seminar programme, “Shaping environments that nurture, engage and educa meetings, drinks receptions, lunches and gala dinner. Our unique formula brings the community together providing the perfect platform to discuss th and developments whilst also offering endless networking opportunities. Attend as a supplier delegate As a supplier you will have unprecedented access to the key decision-makers involved in the design, build and management of all types of education facilities. Book your place - [email protected] Attend as a project delegate If you are involved in the design, management of education facil as a complimentary delegate. Secure your space - [email protected] stable- [email protected]
highereducationestates 19 SO many of the ills in this country can be linked to our economy’s sickly growth record. If its lamentable productivity rates could improve, the UK would become far more competitive internationally and our standard of living, which has stagnated since the global financial crisis of 2007-8, would start catching up with that enjoyed by most other modern industrial economies. One way to improve our economic competitiveness, and to be fair the Government has recognised this, is to strengthen links between universities’ science and technology departments and the business world. In 2014 it created a new incubating mechanism call University Enterprise Zones (UEZs), which are specific geographical areas where universities and business work together to increase local growth and innovation. The zones, of which there are now 20, encourage universities to strengthen their roles as strategic partners in local growth to engage with Local Enterprise Partnerships (LEPs), building on existing capabilities and partnerships. The aim is to grow and stimulate small local businesses in their home locations to interact with universities and to innovate. Since their launch, UEZs have proved a great success, delivering strong economic and social benefits. UEZ’s created in 2019 have generated £4.50 from every £1 of government investment. On top of their direct economic output, UEZs create thousands of jobs and opportunities, boosting regeneration. For example, the University of the West of England’s Future Space SME added £16.9 million to the local economy, while Falmouth University’s venture studio, Launchpad leveraged £21 million. Earlier this year, Universities UK called on the Government to establish a UEZ in every university in the UK, and drive forward the growth of SMEs and as a result, promote the nation’s economic recovery. The call was partly answered in the Spring Budget, when the Government relaunched its Investment Zones programme to catalyse 12 growth clusters across the UK, including four across Scotland, Wales and Northern Ireland. Each cluster will drive growth in key future sectors and bring investment to the local area. Each English Investment Zone will have access to interventions worth £80 million over five years, including tax reliefs and grant funding. It is now up to all of Britain’s universities to make the most of the new opportunities offered by the investment zones. With the value of certain ‘low-performing’ universities under fierce scrutiny, this is an important moment for the sector. 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] leader and content Time for universities to show enterprise Andrew Pring Editor [email protected] inside this issue J/Aug 2023 23 The sticky campus How to design post-Covid campuses capable of attracting and retaining students and staff. 29 Security and access controls The University of St Andrews has installed a compliant access control solution as part of the refurbishment of its Younger Hall. 31 Roofing and flexible spaces Imperial College London has a new roof covering for the Wolfson Education Centre. And flexible spaces have been created in Strathclyde University’s £60 million new Learning & Teaching Building. 32 Data centre maintenance The importance of overhauling data centres as part of the drive to meet carbon emissions targets. 29 32
UK’s newest university opens in Peterborough THE UK’s newest university, ARU Peterborough with its signature building, University House, has opened as part of a project delivered through a unique partnership between the Cambridge and Peterborough Combined Authority, Peterborough City Council (PCC) and Anglia Ruskin University (ARU). The project was recently awarded the AUDE innovation of the year. Designed by Cambridge-based and education specialist architects, MCW, as part of a MACE-led multi-disciplinary team, the 5,300 sqm building launched as Phase 1 of the development in September 2022, welcoming its first students for the start of the academic year. As planned, University House was completed in less than two years, despite the supply-chain and labour challenges brought by COVID. It was recognised that the site had to represent a civic asset for the city – an open-access campus created specifically to allow the community to engage with and be inspired by the campus and the university. Designed to encourage access by communities in a city where levels of participation in higher education are below national averages, and specifically focused on providing skills needed in the local economy, it is hoped that the ARU Peterborough expansion will meet the economic needs of the region. Peterborough is currently ranked in the bottom 10% in the UK for skills levels, something ARU Peterborough aims to help change. Sitting on the site of a former car park, University House, with its distinctive cantilevered solar veil and terrace views onto the city, signals a new chapter for Peterborough. The campus’ first building was designed to directly reflect the principal values of the institution – open access for the community, visibility of learning and cross disciplinary collaborative working in a building that is accessible, contemporary, welcoming and sustainable. The campus has been designed to be publicly accessible as part of a wider approach by MCW that will offer links to the Embankment and the River Nene and which forms part of the context for the campus’ future growth. Lien Geens, Associate, MCW, said: “Working collaboratively with clients and stakeholders who value a strong community and sustainability ethos to design buildings and landscapes that will transform lives is some of the most rewarding work we do. There is a buzz of excitement when we see the project is brought to life by the people it is designed to support. And this is just stage one!” Professor Ross Renton, Principal of ARU Peterborough said: “University House, our new home, is a stunning first building, combining cutting-edge facilities with a wonderful, welcoming atmosphere. We’re delighted to be working with MCW on the next stages of ARU Peterborough’s development.” TWO strikingly designed, high-quality student residences opened recently in Manchester and London. Developed by Alumno, each provides much-needed accommodation for students in both areas, freeing up housing for local residents. The London development, Bermondsey Spa, was designed by Greenaway Architects, whose work was singled out for particular praise by Southward Council, and built by HG construction. It provides fully integrated facilities for 143 students, featuring highquality rooms with shared amenities, including a basement cinema lounge, study room and community area. The other building is the nine-storey Church Inn building in Manchester and was designed by Carson & Partners and built by GMI Construction Group. Located close to major arterial road The Mancunian Way, it features 62 studio apartments, along with a communal area, rooftop terrace, office and storage space for 16 bikes. High-quality student homes delivered by Alumno 20 highereducationestates News
New medical building opens at Worcester Uni ANEW state-of-the-art teaching centre for health and medical students has opened its doors at the University of Worcester. Named after Elizabeth Garrett Anderson, the first woman to qualify as a physician and surgeon in the UK, the building provides outstanding facilities for the University’s health students as well as becoming the home of the University’s new Three Counties Medical School, which will welcome its first cohort of students this September. Formerly home to the Worcester News and Berrows Journal, the iconic building has undergone a complete transformation over the past 12 months, from drab concrete to a beautiful golden colour which restores its elegant lines. Global multi-disciplinary design practice BDP’s civil and structural engineering teams worked on the Elizabeth Garrett Anderson Building, with BDP’s landscape architects responsible for the campus masterplan and public realm, which includes a ‘wellness trail’ that will form part of the campus in the future. Seventy per cent of the embodied carbon of the new health and medical school structure is from pre-existing components from the original printing house. Effective reuse of the existing foundations and frame has secured significant carbon savings when compared to the potential impact a new build structure would have had. In keeping with the University’s commitment to sustainability, the refurbishment has been completed to outstanding environmental specifications, achieving a Gold SKA environmental rating from the Royal Institution of Chartered Surveyors. The architects on the project were Glancy Nicholls Architects (GNA) and the M&E designers were CPW. The university’s complete construction partner was Stepnell. AMAJOR expansion delivered by Henry Brothers Construction at Loughborough University Science and Enterprise Park has achieved Passivhaus Classic accreditation, widely regarded as the most challenging energy efficiency and comfort standards in the world. The first Passivhaus development on the University campus, SportPark Pavilion 4 is the latest development on a site that houses the UK’s highest concentration of sports organisations. The facility presents sports organisations with the unique opportunity to secure environmentally future-proof accommodation, tailored to their needs. Occupants can reduce their carbon footprint thanks to triple glazed windows that can be opened, an enhanced thermal efficient airtight building fabric, external solar shading and a highly efficient heat and ventilation system. Going beyond Passivhaus requirements, the University chose to fit SportPark Pavilion 4’s entire roof with solar panels, to further reduce its energy demand. Martin Channell, Assistant Director of Capital Projects and Programme Management at Loughborough University said: “When SportPark was completed in 2009, it achieved BREEAM Excellent which put it in the top 10% of environmentally rated non-domestic buildings. Pavilion 4’s Passivhaus accreditation sets the benchmark for quality and low energy building efficiency across the University estate to achieve our zero-carbon agenda for 2050.” SportPark will be a unique living lab that enhances the University’s cuttingedge building energy research. Joel Callow, Director of Beyond Carbon Associates said: “The construction team has worked closely with Loughborough’s researchers to ensure highly detailed measurement of the performance of the building over the coming years.” SportPark Pavilion 4 is delivered by the Leicester and Leicestershire Enterprise Partnership (LLEP) as part of the government’s Getting Building Fund. Funds were designated for investment in local, shovel-ready infrastructure projects to stimulate jobs and support economic recovery across the country. The LLEP was allocated £20m, supporting the SportPark expansion with £6m. Further funding support has been provided by Loughborough Town Deal. Loughborough’s £9m Sportpark built to Passivhaus standards highereducationestates 21 News
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