HEADTEACHERS’ GUIDE TO MODULAR CLASSROOMS

WHAT’S INCLUDED:• Classroom Options Explored

• Modular Vs Mobile

• Learning and the Environment

• Classroom Build FAQs

Over the next decade, many headteachers in England will face a growing headache: how to accommodate an additional 900,000 pupils – on top of existing numbers – when tight budgets, lack of space and underfunded facilities are already stretching their schools to the limit.

More classrooms are needed, but where do you get the funding to build them? A bricks and mortar solution will be well beyond most schools’ finances and take several months of planning and disruption. It’s an option reserved for whole school buildings. The answer lies in a technique that has made great strides since the second world war – prefabrication. Classrooms can be designed around a school’s individual learning needs, made in modular format off-site, and create minimum disruption to the school day by being quickly erected over school holidays.

Three years ago in China, a 30-storey hotel was erected in just 15 days because all its key components were prefabricated and modular. The ‘bolt-together’ edifice is an eco-warrior’s delight: it used no welding, scaffolding or water in assembly, wasted less than 1% of construction materials and

used 90% less concrete than traditional bricks and mortar schemes. Modern modular classrooms bring the same environmental and cost-saving advantages. Most importantly, they promote quality learning – an activity almost always enhanced when children are introduced to new teaching environments built around their learning needs. A new classroom can mean a vital boost for schools striving to match the recent sharp increase in standards expected by Ofsted.

Tight budgets and rising school rolls, linked with the almost instant gain of a brand new, durable and yet flexible learning space, is encouraging more headteachers to take the sustainable, prefabricated route.

Traditional methods are now well over double the price of modular and mobile alternatives and work best when building complete new schools and unlike bricks and mortar, modular building construction does not produce a muddy building site that dominates your school’s environment.

Lorries generally make very few journeys to deliver modular components, there is very little or no waste to take away, and with less mileage they emit far less Co2 than traditional supply lorries - 10% of all UK emissions are said to be linked to the construction industry.

Since 2010 more than 3,000 schools (including 1,464 primaries) have become

academies (January 2016 figures). Academy status gives headteachers

and governors full control of their own budgets. They continue to receive the same level of state funding as they did before from their local authority (LA) and yet are now also free to attract

sponsorship and private sector finance, unconstrained by tight LA budgets.

Modular construction also takes weeks rather than months needed for bricks and mortar buildings. Costs are kept down because all the real modular building work is done in factory conditions rather than relying on skilled on-site workers who command premium wages at a time of skills shortages. Modular buildings can also be erected in all weathers.

In fact, modular construction processes have come a long way since more than 150,000 ‘prefab’ houses were built to help meet a post-war housing shortage. They were meant to last 10 years but thanks to durable designs and construction methods, some still exist today.

Now, modern prefabricated buildings are enjoying a revival, benefiting from new, durable materials and advances in design; our growing perception of the need to preserve our environment; and all-round cost-effectiveness.

THREE CLASSROOM OPTIONSSchools wishing to expand have three building options:

• Bespoke, prefabricated, ‘modular classrooms’ put together on-site with many made from the latest eco-sensitive, sustainable materials.

• ‘Mobile classrooms’, delivered as complete, single modules that can be used individually or joined together to form larger spaces.

• Traditional bricks and mortar constructions.

MODULAR VS MOBILE CLASSROOMSIf the brick and mortar option is out of the question, do headteachers now opt for a modular-style classroom, built on site in prefabricated, often recycled and eco-friendly components from specialist manufacturers?

Or do they choose a ready-made mobile classroom, less flexible in design and often made from less durable materials by companies generally catering for a much wider “instant need” but more short-term market, such as building site offices and business parks?

As a headteacher you then need to consider how big, warm and flexible your classroom has to be, the time it will take to build, how long it will last and what new learning outcomes you want to see from the children using it as a new and different space.

COST OF A CLASSROOMPrice-wise, both alternatives are practically the same if you buy them outright. A basic single-room, 30-pupil, 57 sq m modular classroom from Green Modular starts at £65,000. The price can rise to £80-85,000 depending on the need for multiple toilets, kitchen facilities, wheelchair facilities, storeroom etc.

The eco-friendly buildings have an expected life of 50 years and a 10-year structural warranty. The price from one leading manufacturer for a standard 60 sq m mobile classroom, including a storeroom and lobby and delivered in two complete units, is £75,000, or £90,000 with toilets added. The company gives a 30-year structural warranty and a five-year products guarantee.

CLASSROOMS THAT OFFER VALUE FOR

MONEYFor primary schools, the advantages of choosing a “modular” over a “mobile” classroom can soon begin to stack up, starting with value for money. Manufacturers often rent out mobile classrooms,

which are designed with more short-term users in mind.

“If headteachers tie themselves into a rental contract for five to seven years, the amount they pay for a mobile classroom is the same as buying

an equivalent modular classroom outright,” says Green Modular’s managing director, Craig

Riley. “But buy one of ours, for example, and we guarantee it will last at least

50 years if you look after it properly! ”

Often schools will buy their mobile classroom after a few years’ renting, although by that

time it may need repairs.

“It will then actually cost more than buying a modular

classroom outright,” says Craig.

DURABILITY OF MODULAR VS MOBILE CLASSROOMSMobile classrooms are legally regarded as permanent structures (as is any building that remains on site for more than 28 days), but visible evidence shows they are often not designed for anywhere near the longevity of bespoke modular classrooms.

By contrast, modular classrooms are made of lighter material and are generally smaller, with modern production methods and strict building standards meaning they are almost as tough as bricks and mortar yet require less maintenance. Windows and skylights, such as those provided by Green Modular, carry triple layers of laminated glass and are tough enough to withstand the impact of a cricket ball.

Similarly, the solid, recycled wall panels are strong enough to take a hefty hammer-blow without damage, with walls and joins fully plastered over. By contrast, mobile classrooms are often fitted out with less durable plasterboard and wall joins are covered with tape that children can easily tear off. In fact, outside appearance is a key priority for Green Modular.

“Many mobile classrooms have a painted laminate or a rendered finish as cladding on the outside walls – made of materials that are typically only good for about 10 years,” says Craig. Bespoke modular structures, on the other hand, use cladding made from cedar wood, a tough material that, when installed with good ventilation, will last at least 50 years with little or no treatment.

SUSTAINABILITY AND THE ENVIRONMENTUnlike many manufacturers, Green Modular is green to the core, intent on preserving the environment wherever possible, whether through using recycled materials or keeping transportation distances to a minimum. It designs its buildings to reduce its carbon footprint wherever possible by sourcing materials locally.

To promote a natural look, one popular low-maintenance option is a living sedum roof made from small alpine plants sewn into special netting; it looks great and improves run-off for rainwater.

All Green Modular classrooms save on natural resources: roof windows are recommended wherever possible as they give out 40% more light than wall windows – the walls can then be left as valuable display space. All materials are air-tight, reducing the capacity of hot air to escape through the walls in winter or enter in summer; this saves 91% of the usual cost of electricity.

The company buys most of its usual cedar cladding from well managed forests in Canada, and is the first UK company to offer British cedar wood as a slightly cheaper alternative.

BUILDING AND DELIVERY TIMESInstalling a ‘mobile classroom’ takes on average 15 weeks from initial consultation to finished product; larger, more bespoke buildings can take up to 25 weeks. Contrast that with the generally shorter consultation time plus three to six weeks (or a few days in urgent cases) for, say, a Green Modular building to be manufactured, delivered direct from its factory and erected.

A basic foundation can be dug and laid in a day. However, if a school needs a fast turn-round because of site security worries or other reasons, a complete pre-fab classroom can be produced off-site and erected in a couple of days - precisely when a headteacher chooses.

CLASSROOM - MEANS OF TRANSPORTReady-made mobile classrooms are designed to fit on the back of a lorry, so they are limited to around 3m to 3.3m in width per unit. A full-size classroom of 60sq m would require two modular units bolted together.

They have to incorporate heavy steel hoisting frames to enable lifting into position by crane. A block of four classrooms can be delivered using this method. However, delivering to a school can be tricky without access for a large lorry into the playground.

By contrast, modular buildings are built on site with all components made bespoke to suit each school’s needs; headteachers and their staff can thus decide on a classroom’s exact design and location.

Delivery of all modular materials in flatpack format direct from a factory means just one or two quick offloads at the site, with little or no effect on the environment. Heavy lifting gear is not normally required.

Modular classrooms can be built almost anywhere on a school campus, even on 40-degree slopes, and enhance a school’s appearance. Their durable but light components are easy to move around and compact enough to be carried through existing buildings.

UNLIKE BRICKS AND MORTAR BUILDINGS, MODULAR CLASSROOMS CAN BE DISMANTLED AND RESITED.

LEARNING AND THE ENVIRONMENTNew, eco-sensitive classrooms give schools a unique chance to create fresh learning environments. Research has shown good lighting levels boost reading vocabulary and science test scores (Barrett et al, 2015). A project run by Professor Stephen Heppell, a UK specialist in innovative learning methods (rubble.heppell.net/learnometer), shows the advantages of an ideal classroom environment. He suggests a 250 lumen (lux) light level should be the minimum for engaged conversation but above 450 lumen for close work, such as writing or computer use.

Temperature and humidity play another big role. Many traditionally built classrooms are either too hot or too cold for learning. Research suggests 18-21C is the ideal temperature for good learning (in maths, for instance, anything above 21C causes a drop in performance (Joshua Graff Zivin et al, University of California, San Diego).

Sound, particularly sound ‘rhythms’ such as the noise made by projectors or air conditioning units, can also affect student performance (Picard and Bradley, 2001). Levels should remain at 72 decibels below to avoid becoming disruptive. Rhythmic sound should be below 60 beats per minute.

Lastly, poor air pollution and Co2 levels can affect absence/illness records among staff and students, says Professor Heppell. He advises maintaining Co2 levels at no higher than 2,000 parts per million (ppm) to keep concentration levels healthy and thus avoid sleepiness, nauseas and raised heart rates. Tellingly, research shows this issue is constantly ignored in many learning spaces, which even exceed 5,000ppm, the workplace limit in most countries.

HOW DO I RAISE FINANCE? Schools should first check out their local authorities and central government schemes. Government devolved formula capital funding is allocated according to the annual January school census; local authorities and large multi-academy trusts (MATs) (with more than five schools) are eligible for school condition allocations, while single academy trusts and smaller MATs can apply to the Condition Improvement Fund. There are also various funding bodies, including Awards for All England, funded by the Lottery and offering grants up to £10,000. If the building is sport related, Sport England also awards grants up to £10,000.

Online search databases of funding programmes include the National Lottery’s Funding Search site. Equivalent commercial services include School Fund Finder and Grant4Schools. Commercial sponsorship is another option as is taking out a loan from an asset finance company.“None of our school clients have had problems getting finance,” says Green Modular’s Craig Riley. “In Norfolk, we are building one year’s classroom and then another next year when the children move up through the school; it helps them manage budgets better.”

DO I NEED PLANNING PERMISSION? Schools may erect outbuildings taking up to 250 cubic metres of space on their site and located at least 20m away from the nearest site boundaries. Otherwise planning permission is required, which can take up to two or three months to come through.

DO I NEED AN ARCHITECT? No, unless you opt for bricks and mortar. “Discuss your requirements with us - we don’t charge any design fees,” says Craig. “We use professional structural engineers to ensure we meet all the building regulations.

A general architect will not understand the implications of how to build one of these classrooms and how they work on a day-to-day basis. We’re doing it day in, day out.”Green Modular, like other manufacturers, can design 100% bespoke, or a school can choose a repeat design to save money. “We have a lot of experience in this field, so we have repeat designs which may suit.”

In fact, developments in computer-based building information modelling avoid the risk of design errors during manufacture. All components have to meet the same design and quality standards as traditional buildings - by the time they reach the site, they will have often surpassed quality regulations.

HOW DO I PROJECT MANAGE? Constant liaison between contractor and school, along with detailed consultation with staff, governors and pupils, will achieve the best possible building. Appointing a staff member or governor as the school’s project liaison manager is also recommended.

Get a minimum three quotes. Once you have chosen your builders, make sure they undertake to check if planning permission is needed. Before on-site work begins, check that they will also ensure minimum disruption, clearly define work areas for safety reasons, ensure any foundation work is finished before the main building is erected, and that there will be full compliance with building regulations (Green Modular does this work automatically.)

When the classroom is built, you should immediately examine the new building. Ask your local authority for building control sign off and get your builder to give you an operations and maintenance manual. Then, start lesson planning!

FAQS ON CLASSROOM BUILDS

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www.green-modular.co.uk

Green Modular is dedicated to producing attractive, durable classrooms made from sustainable, recycled materials. We have even produced a series of lessons on environmental issues, focusing on green sections of the building design and where it has been located. If you share Green Modular’s enthusiasm for all things green, please call us for more information or to arrange an meeting in our Hertfordshire offices on: 0800 334 5570 (freephone) or 01923 205090

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