Lessons from PSBP -

Priority School Building Programme

SPACES Study Day

19 June 2015

Pupils and staff’s

educational needs

Every child has the best start

to life by mastering the basics

at a young age

Through being taught core

knowledge so they have the

experience they need to

get on in life

Priority design issue is the

function of the teaching space

Meeting the condition needs

of 261 schools in England

215 schools funded through

capital (‘old’ and ‘new’ FOS)

46 schools funded through

private finance

35% cheaper than BSF, with

better environmental spec

Construction works complete

by end 2017 (2 years earlier

than originally announced)

25 schools already open

98 schools under construction

Priority School Building Programme

EFA Guidance, tools and templates

Already available on gov.uk, and tested in PSBP:

Facilities Output Specification (FOS)

Baseline designs

Building Bulletin 103 (Area Guidelines for Mainstream

Schools)

Schedule of Accommodation tool (SoA) for mainstream

schools

EFA Daylight Design Guide, January 2014

EFA Energy Efficiency guide 2014 - should inform energy

modelling and describes more about energy monitoring and

reporting.

EFA Draft guide on specification of LED Lighting 2014

BB93 2014 edition- new Acoustic performance standards

4

EFA Guidance, tools and templates

Coming soon, to be tested in PSBP2:

Building Bulletin 104 (Area Guidelines for SEN)

Area Data Sheets (ADS)

Briefing guide (template)

Refurbishment guidance

Ventilation, thermal comfort and indoor air quality guide to

replace BB101 in 2015 - no major changes from FOS except

less prescriptive, but updates guidance in BB101

5

Baseline designs

• Demonstrate one way that area within cost an be achieved

• Demonstrate how a wide range of school-specific

requirements can be accommodated

• Will match typical Schedules of Accommodation for a range

of school sizes

Standardised Approach

We are looking for:

Standardised approaches to plant and services, eg strategy

for routing services, risers, service cores, etc

Standardised solutions for the façade, ventilation systems,

acoustics and lighting.

library

sports hall

(community)

dining Admin.

Secondaries overall adjacency diagram

Suites of general,

practical or

performance

spaces with

storage and staff

accommodation

within each

Standardisation: entrance and admin

1. Draught lobby

2. Public access to

reception, interview

room and toilet only

3. Open reception desk

4. Pupil ‘reception’ from

secure side

5. Sick room and toilet

6. Facilities available to

community without

access to main school

General office

int

recep

acc

wc

wc sick

room

Visitor entrance

1.

2. 3.

4.

Standardisation:

performing arts

Movable bleacher seating

rather than sliding/folding

screen

Central access from

dining/foyer space

Flexible performing area

control room at back

Drama space accessible from

performance area as ‘back

stage’ facility

And standard

components…

EFA Facilities Output Specification:

Introduced in 2013 to promote:

well-integrated and simple

buildings that benefit from

daylight and hybrid ventilation

Buildings where the fabric is

the primary means of

controlling the internal

environment

Buildings that perform better

than ones with complex M&E

systems and bolt-on

technological features

Design priorities

Provide daylight into

circulation areas and rear of

classrooms

Meet the new adaptive thermal

comfort criteria to avoid

summertime overheating

Meet carbon dioxide

concentration criteria to

provide adequate indoor air

quality in classrooms

Is indoor environment easily

controllable locally by building

users?

Daylight: what’s the issue? Daylight is essential to prevent

the development of short sight

in children. Recent research

suggests that children should

spend at least 3 hours in high

levels of daylight, preferably

outside, every day.

With good daylighting, the

lighting energy use over a year

can be reduced by 40%.

High levels of daylight must be

controlled to avoid disability

glare to allow children to see

their work clearly.

Daylight: what can go wrong?

Daylight factor design can lead to too much glass at the

perimeter, which can cause glare and overheating, especially

if uniformity is not achieved.

Dark gloomy internal spaces can be devoid of daylight

Halls with minimal daylight

Blinds that can conflict with opening of windows

Suspended ceilings, high cills and downstand beams can

reduce daylight

Daylight design

Balanced daylight is best – there is a benefit from using two-

sides/directions where possible – light shelves, light wells

and light slots,

Rooflights and clerestories can provide good daylight quality.

Halls must be well daylit.

Acoustic panels in classrooms should not block the daylight

nor restrict the distribution of daylight to the rear of the room

Carpet and floor reflectance should be as high as practicable

– Where do we want carpets in schools? Rugs to an area of

rooms may be better than carpets.

Acoustics and noise

control

Acoustics standards to BB93

2014 edition.

Guidance to be published soon

by IoA/ANC on how to achieve

compliance with BB93 2014.

Acoustics and noise control

Key points

Limits on noise from new equipment such as data projectors,

and contractor required to advise how to improve

performance of legacy equipment.

Maximum sound levels specified for window or ventilator

actuators.

Hearing Impaired pupils usually have radio aids and do not

use induction loops so audio visual equipment, eg in halls

and classrooms, should be compatible with radio aids.

Any open plan or semi open plan teaching areas must have a

full Speech Transmission Calculation carried out.

Ventilation

Fresh air is critical for learning, health and hygiene

The CO2 levels required of 1000ppm-1500ppm in classrooms

can be exceeded within 20 minutes of the start of a lesson.

What can go wrong?

Levels in poorly ventilated classrooms of over 2500ppm

throughout the day are common in schools. At these levels

concentration fades.

Openable areas too small and single sided ventilation does

not provide adequate ventilation in summertime mode

Lack of user/management control

Challenges

Does the ventilation solution work under all weather conditions

and is it robust, simple to operate and maintain, and is it energy

efficient?

.

Key points – Ventilation

Cold draughts in wintertime

Window and ventilation design needs to allow large volume flow

for summertime ventilation and prevent dumping of cold air onto

occupants during winter

Blinds and restrictors

Windows, vents and blinds need to be robust, easy to operate

and supply the necessary air:

Window ventilation openings should not be obstructed by

blinds or curtains when these are opened

Blinds should not cut off all daylight and views out

Where dim-out blinds are required, they should provide a

suitable daylight illuminance in the space and should not

restrict ventilation

Thermal comfort: what’s the issue?

High temperatures affect student performance

What can go wrong?

Design to fixed temperature limits in BB101 e.g. max. 280C is

inadequate for mechanical and hybrid systems.

– FOS now requires design to CIBSE TM 52/European

Standard EN 15251 Adaptive thermal comfort criteria

High solar gain due too much glass

Lack of thermal mass and less openable area than needed for

summertime ventilation

Ineffectiveness of single sided ventilation for summertime

ventilation.

Mechanical cooling should not be provided to classrooms and

teaching spaces and minimised elsewhere, e.g. in server

rooms.

We are not designing for legacy equipment but for the loads

specified in the FOS of 25W/m2 for practical spaces and IT

rooms and 15 W/m2 for general teaching spaces.

Where legacy loads are higher the performance in use criteria

for overheating do not apply.

Key points - cooling

BB103:

Room sizes

Recommended

areas for all teaching

spaces

SoA uses minimum

Classroom for 30

55m2 or 62m2

Science lab for 30

83m2

Workshop for up to

24 104m2

Schedule of

Accommodation

INTERACTIVE SCHEDULE FOR PRIMARY SCHOOLS DRAFT FEBRUARY 2011 BW

date age range 5-11 school name as a check:

classes

FE reception places 75 3 net capacity type of school net capacity

classes of infant places 150 5 for SoA below = 525 for recommended

junior places 300 10 within a potential range of: site(s) SoA below: 525

Total Mainstream Places 525 18 486 to 540 infant organisation 486 to 540

additional places for: nursery junior organisation recommended

SEN dining

SCHEDULE BY AREA CATEGORY notes 162 over net 156 over gross

Basic Teaching Area

general teaching (18)

nursery playroom(s)

reception classroom(s) 30 62 3 186 53 m2 minimum recommended 62 3

#N/A 55 5 275 55 m2 minimum recommended 55 5

#N/A 55 10 550 55 m2 minimum recommended 55 10

specialist practical

food bay -2 4 4

19 41 1 41 ) 41 1

#N/A 41 2 82 ) 41 2

TOTAL AREA min 1050 max 1185 1103 1134 OK: area within recommended range 1134

Large spaces: halls, studios and dining 159 m2 min. recom'd for dining in 3 sittings

main hall 290 150 1 150 83% of pupils dining in 3 sittings 150 1

studio 25 55 1 55 55 1

30 159 1 159 159 1

servery 9 1 9 adjoining/ opening into dining area 9 1

TOTAL AREA min 258 max 334 373 WARNING: total area for category is high 373

Learning Resource Areas

library resource centre 29 48 1 48 36 m2 minimum recommended 48 1

SEN resource base 4 16 1 16 12 1

6 9 4 36 9 4

-

TOTAL AREA min 94 max 135 100 OK: area within recommended range 96

Staff and Administration Areas

staff room 32 55 1 55 55 1

staff work/ prep rooms

head’s office/ meeting room 16 1 16 16 1

senior management offices 9 1 9 9 1

general office 34 1 34 34 1

reprographics 13 1 13 13 1

entrance/reception 5 1 5 5 1

interview room (adjoining entrance) 7 1 7 7 1

sick bay (adjacent to reception/ main office) 4 1 4 4 1

SEN therapy/ MI room 13 1 13 13 1

TOTAL AREA min 135 max 218 156 OK: area within recommended range 156

Storage

class storage (nursery) 4 0 0 4

class storage (reception) 3 3 9 3 3

class storage (infant and junior) 2 15 30 3 15

6 1 6 6 1

PE store (adjacent to hall or studio) 15 1 15 15 m2 total recom'd 15 1

external store 4 1 4 4 1

non-teaching storage

central stock 6 1 6 6 1

secure store(s) 4 4

other store(s) 4 1 4 secure with power for charging 4 1

personal storage (cloakrooms) 3 45 135 OK 3 45

cleaners' stores 1.5 6 9 1.5 6

maintenance equipment stores 6 1 6 6 1

TOTAL AREA min 135 max 218 224 WARNING: total area for category is high 239

Float no float available

Total Net Area recommended 1825 1987 162 over recommended net area 1998

Non-net Area

kitchen (incl prepration, staff and stores) 80 1 80 53 m2 minimum recom'd 80 1

nursery toilets - 4 4

reception toilets 4 4 16 4 4

other pupil toilets 3 23 69 3 23

hygeine facilities 13 1 13 14 1

accessible toilets for visitors and staff 4 2 8 4 4

plant including ICT hubs 2.50% 50 at minimum rec'd for total area 50 2.5%

server room 6 1 6 6 1

circulation 19.9% 395 under minimum rec'd for total area 397.4 19.9%

partitions 4.40% 87 at minimum rec'd for total area 88 4.4%

TOTAL AREA min 745 max 894 724 ERROR: total area for category is too low 736.4

Total Gross Area funded 2555 2711 156 over funded gross area 2734.4

specialist

SUPP

AREA

(m2)

30

max.

group

size

teaching store(s)

no. of

spaces

2.5

ICT technician/ data manager

6/7/11 2FE Primary school

community

food/ science/ DT area

small group room

infant shared teaching area

sufficient on site

food/ science/ DT area

specialist practical spaces

-

2.5%

20.0%

4.4%

appliances

community

dining area

average

area of

space

(m2)

TOTAL

no. of

spaces

TOTAL

AREA

(m2)

0

in specific dining area

specialist practical spaces

-21 m2 below typical basic teaching

junior shared teaching area

(for size of

space chosen)

infant classbases

junior classbases

area of

space

(m2)

Schedule of Accommodation

(SoA) identifies:

List of all rooms, teaching

and non-teaching

All rooms within

recommended area

Exact requirements of

school within funded area

Checked with a curriculum

analysis

Checked with net capacity

Area Data Sheets

Area Data Sheets for

every generic type of

room

Specifies dimensions,

doorset, finishes, acoustic

and environmental

requirements

Linked to a generic layout

of furniture & equipment

Identifies use of legacy

items

Design Documentation you will be able to use

Facilities Output

Specification (FOS):

Generic brief

School-specific brief

(template)

Schedule of

Accommodation tool

Area Data Sheets

Guidance and context

documents to assist:

Baseline designs

Briefing guide/

refurbishment guide

Building Bulletins 103

and 104

Typical FF&E layouts