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Boost for Modular Buildings and Education

The prospects for capital investment in the education sector have received a boost as the shift towards modular buildings takes another step forward with a national £225 million framework going live this month (June).

Fusion21 has appointed nine companies to its Education Modular Buildings Framework, which will run for the next four years (Project ID: 17062841).

Councils, academies, colleges and universities can all access the framework, which is split into four lots. Wernick is the biggest winner after landing the role of sole supplier in lots three and four covering modular construction work valued at £750,000 or more.

Andy King, Wernick’s managing director, says that modular construction can reduce spending and build time by 50%. “Despite the many benefits the method offers, modular has long suffered from an image problem when it comes to classrooms,” writes Mr King on the company’s blog. “Historic perceptions of box-like demountable classrooms, with low quality finishes, can obscure the image of what modern day modular can achieve.”

The framework is a positive indicator for companies working on modular buildings and a boost for the wider education sector, which has suffered a number of setbacks in recent years.

A 2010 decision taken by the newly elected coalition government to cancel the £55 billion Building Schools for the Future Programme (BSF) programme put in place by the previous Labour administration led to more than 700 school projects being cancelled.

Austerity measures put in place by the subsequent Conservative government have not helped workload, particularly through local authority investment. Glenigan’s research shows that after rising by 20% in 2015, the underlying value of education projects starting on site slumped 3% last year.

Workloads suffered in England in particular with heavy falls in the underlying value of starts in the North East, West Midlands and Yorkshire and Humberside.

There are few indications of any improvement. In the quarter to April 2017, the underlying value of education projects starting on site slumped by 29% according to Glenigan’s research and there is little sign of more work materialising in the pipeline.

In the quarter to April 2017, the underlying value of education projects given planning approval contracted by 12% and the fall over the past year is even larger at 17%. As a result, Glenigan is forecasting a 7% fall in education starts for 2017.

These economic trends make greater strides towards more modular building in the education sector all the more important.

After BSF was ditched, contractor Laing O’Rourke and consultant Atkins developed a plan for a modular school capable of holding 1,300 pupils, which at £14.3 million was £6 million cheaper than an equivalent school under BSF.<

In December 2016, this partnership, Select Schools, delivered a 1,200-pupil secondary school in Manchester, Dean Trust Ardwick High School, in a record 12 months.

Richard Johnston, an architectural associate at Atkins, explained “By using offsite technology, we were not only able to drastically reduce construction time, we were able to minimise waste and work within a heavily constrained site. Construction of the school could begin in the factory before site clearance and demolitions were complete. All of this was achieved without compromising the integrity of the teaching and learning environments.”

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First wave of new schools to be constructed announced

Thousands of new school places will be created across the country following the largest wave of free schools approvals this Parliament, giving more parents the choice of a good school place for their child.

This week the Department for Education has approved applications for 131 new schools, creating more than 69,000 places. These schools will be led by high-performing institutions, including a grammar-school-led multi-academy trust (MAT) and the largest state boarding school in the country, demonstrating how existing high-performing schools can help raise attainment more widely, as set out in the government’s education proposals.

Free schools are one of the highest performing groups of non-selective state schools, with 29% of those inspected rated outstanding by Ofsted. Since 2014, more than 80% of mainstream free schools have been approved in areas where there was a need for more school places, while others are opened in response to parental demand to create competition and drive up standards where existing provision is not adequate.

Today’s approvals build on the government’s strong record in creating more good school places. Already, there are 1.8 million more children in good or outstanding schools compared to 2010. The new approvals also demonstrate the government’s determination to tap into the expertise that already exists within the school system to ensure standards continue to rise.
Education Secretary Justine Greening said “We need schools that can bring out the best in every single child no matter where they’re growing up, how much their parents earn, or however different their talents are.

“That’s why these new schools are so important – they give us the school places we need for the future, and they also give parents more choices to find a great school place in their area that’s right for their child.”

New free school proposals approved this week include:

  • Stone Lodge Academy – a new secondary school for 11- to 19-year-olds in Dartford, proposed by Endeavour Multi Academy Trust. The trust already runs 2 highly successful grammar schools and will use their expertise running selective schools to open a new non-selective free school
  • Barton Court Academy Trust Free School – proposed by the Ofsted-outstanding Barton Court Grammar School, a new non-selective free school providing 1,050 school places for 11- to 19-year-olds in Canterbury
  • The Flagship School – a parent-led special school to provide 56 places for 9- to 6-year-old pupils in Hastings, which was identified as an opportunity area earlier this year
  • City Enterprise Academy – proposed by the successful City Learning Trust, the school will provide 100 much-needed alternative provision places in Stoke-on-Trent, which was identified as an opportunity area earlier this year
  • Sapientia Primary Prep School – proposed by The Sapientia Education Trust, which runs Wymondham College – the largest state boarding school in England. The school for 5- to 11-year-olds will benefit from the expertise and facilities the trust has to offer, and provide 450 primary places in Norfolk
  • School 21 Campus and School 21 Sugar House – 2 new schools from reception to sixth form in Newham, East London, creating over 2,400 places. The schools will be operated by the trust behind School 21, which has been rated outstanding by Ofsted
  • Rushey Mead Free School – will provide 1,200 new secondary places in Leicester. It will be opened by the trust behind the Rushey Mead Academy – rated outstanding by Ofsted and consistently one of the highest performing schools in Leicester

124 free schools have opened since 2015, with a further 376 set to open by 2020 – including the schools announced today – which means the government is on track to meet its manifesto commitment of opening 500 more new free schools by September 2020.

As part of its work to open more free schools, the government has created a new body – LocatED. The organisation is made up of experienced property specialists to help speed up the process of acquiring sites for new schools and get the best value for the taxpayer.

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Building Transformation: School Urban Transformer Grants

This summer, we’re offering three Secondary or Upper schools the opportunity to take up one of our sensational School Urban Transformer Grants. In each week-long program in the summer holidays, Building Transformation will provide the tools, training and expert knowledge to transform your school environment with founding partner Reece Wood and his expert colleagues.

The program, for six enthusiastic students, will offer a fun, skill-building opportunity to engage with, develop and improve their school’s space, as well as offering the following skills:

  • Environmental evaluation
  • Developing a plan of action
  • Selecting and meeting deadlines
  • Performing risk assessments
  • Analysing and understanding safety checks and construction plans
  • Taking instructions from supervising experts
  • Working as a team to produce agreed results

All these skills and more will be developed by the staff of Building Transformation, at no cost to the participating schools. All safety equipment and materials will also be provided by Building Transformation.

“When I pick my own kids up from school, it’s obvious that the classes enjoy activities most in those well-maintained, well cared-for areas; I can see how the school environment has a direct affect on their engagement with it. Any external building fabric plays a big part in influencing the emotions and even behaviour of the building users: a school landscape should be positive, feel safe and reflect the school’s culture and values, as a space that inspires students and teachers and makes them proud.

“However, maintenance issues can be costly, and low on the list of concerns as more pressing items taking priority; problems are often allowed to build and impact the school’s environments, negatively influencing students’ feelings about their school over time. This can result in an imbalance between the core values of a school, and its physical appearance. The problem isn’t down to people not caring, but rather that both budgets and time are limited.

“Yet the simple solutions that make a real difference to the quality of a school environment shouldn’t be expensive or difficult to access. Algae, carbon, environmental pollution, chewing gum & graffiti, are all easily removed with the correct equipment and approach. This year we aim to give the know-how and control back to schools and students, to help create school environments of the future. The School Urban Transformer Grant is our way of making a difference in our own communities.

“We want to create a fun programme, that builds the students’ skills, values and education, plus uses their enthusiasm and energy to give something back to the school environment that has helped shape their future, at no expense to the school. And by developing and completing the process with the students, they’ll take ownership of their space, feeling more protective, and viewing it with a new set of eyes.

I’d love to hear your thoughts — please get in touch, and I can answer any questions you might have.”

What is the purpose behind the School Urban Transformer program?

“To work with three schools for one week each, to help them create a more inspiring, valued and more sustainable environment that they are proud of and is in line with their standards of performance; to breathe new life into the tired or challenging-to-manage school environment; and to give the knowhow, pride and ownership back to the students, and back to the school. We want students and schools to feel that the cleaned and restored environment is a closer reflection of their values, ethos and vision.

“The grant includes one week’s Urban Transformation program within your school, as well as one day’s initial planning and development three to four weeks prior, working with your chosen students and your school’s maintenance staff.”

Why is Building Transformation doing this?

“We’re constantly thinking how we canwhat make real difference, both to environments and people, by bringing to life the real purpose of our business with our skills and assets. Having been asked to provide solutions to schools over the past few years, having looked at the varying condition of school environments, listened to the issues around budgets and maintenance limitations, pressures, priorities and how all of this impacts on the school, we believe that we can give schools the knowhow and solutions they need to create an environment and space that fits with their ethos and vision for the future.

“It’s important to us to help create communities of people that take ownership and pride in their environment.”

Who is Building Transformation?

“We’re an international building façade maintenance and consultancy service, working with major industry and education institutions across the UK and abroad, with over 15 years’ expertise in design, environmental sustainability and building regeneration.”

What do the schools need to do?

“Complete the application form by 17th June. The chosen schools will need to select six Y12 students who have the enthusiasm and energy to take part in the program for a week during the summer holidays, and who will be eager to learn new skills and develop their CVs and UCAS applications while also protecting their school environment for the future.”

For more information please visit www.buildingtransformation.co.uk/schools, email schools@buildingtransformation.co.uk or phone 01234 964 019.
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More than just academic: The importance of lighting controls solutions tailored for education applications

Important legislative changes have impacted on the use of lighting control systems within the education sector. Contractors must now provide controls which deliver greater energy savings in line with increasingly stringent regulations around sustainability. Additionally, these must be designed to meet each institution’s precise operational requirements, making decision-making around lighting and controls more complex.

Meanwhile, lighting controls have become significantly more sophisticated in functionality and quality. This allows specifiers and installers to select the most appropriate products for each customer, with expectation from end users around lighting controls increasing considerably.

There is now greater emphasis within BREEAM on consultation to truly understand client needs. Similarly, the implementation of BIM requirements means specifiers, armed with this in-depth understanding, must select fully compliant products.

A valuable lesson

As in any sector, it makes sense to select a lighting controls partner with significant experience in educational projects. Where schools and educational facilities differ from commercial spaces or offices is that the primary objective is to create an environment optimal for learning.

Budgetary constraints in the education sector cover both initial cost of purchase and delivering ongoing reduction in energy usage.

For instance, occupancy-sensing controls ensure lighting is used only when required, creating a well-lit classroom suited to effective learning while minimising unnecessary energy consumption and cost.

The best of both worlds

Typically, there will be three or four banks of lighting in a classroom – one close to windows, with another at the front where the whiteboard is. A lighting control system adjusts lighting accordingly to account for varying levels of artificial and natural light.

Typically, this means the lights nearest to the windows will be dimmable, and on a sunny day may dim down to as low as 25% of full output. Further into the space, depending how far the daylight penetrates, other rows may dim down to, say, 75% – or even remain at 100% output.

With widespread use of interactive whiteboards and projectors, dimmer switches help focus students’ attention as these can be used to dim light elsewhere within the teaching space.

Many classrooms, particularly in secondary schools, are used by numerous teaching staff and support staff outside teaching hours. This means the control interface must be easy to use by individuals unfamiliar with that classroom and with varying degrees of technical competence.

Versatility

Classrooms are often also used for extra-curricular and community-based activities. To optimise energy use, it makes sense to implement flexible systems which can cater for this. The absence of such measures can lead to wasteful energy consumption and increased cost, as lights are left on when only a few classrooms, connecting corridors and stairways are in use.

Similarly, rooms in universities and colleges are occupied sporadically, highlighting the need for automated systems ensuring lights are kept on only when in use. Selecting the right occupancy detection can deliver significant savings. In a classroom, for instance, a single microwave detector may offer the same control as two or more PIR detectors, reducing capital costs and cabling requirements.

The same applies to corridors, where the directional qualities of occupancy detectors can provide maximum coverage with the minimum number of sensors.

Conclusion

Lighting controls are continually evolving to meet the precise needs of the education sector. Correctly chosen solutions can help create the optimal learning environment. Seeking advice from those with specialist knowledge and experience in these crucial areas can help ensure clients receive the best solution.

The new Vitesse Plus, a seven-channel lighting control system by CP Electronics, has been specially designed with BIM and EFA guidelines in mind, as well as a growing need to find a cost-effective solution which is easy to set up. Features such as graduated dimming and corridor hold are simple to set up and control, with photocell detectors making adjustments that take advantage of natural light levels.

To find out more visit www.cpelectronics.co.uk.
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Many schools are “dangerous, dilapidated, poorly built and wasteful”, says RIBA

RIBA have highlighted the urgent need for school refurbishment in a new report into the state of school buildings, entitled ‘Better Spaces for Learning.’ The report revealed:

  • 1 in 5 teachers have considered quitting because of the wretched condition of the school buildings they have to teach in
  • The Government’s Education Funding Agency’s new school building programme is too rigid and is leading to waste and poor value for tax payers
  • Over 90% of teachers believe well-built and designed schools improve educational outcomes and pupil behaviour
  • Over-engineered schools, with Government-specified equipment that only costly consultants know how to operate, is costing £150 million per year which could have been avoided if schools were designed better

A new report on the state of school buildings in the UK has been published by the Royal Institute of British Architects (RIBA). Using the largest ever analysis of primary and secondary school buildings in the UK, a nation-wide poll of teachers, and extensive engagement with school buildings experts, RIBA’s Better Spaces for Learning report makes the case for an urgent review of the Government’s Education Funding Agency’s current school building programme.

The report emphasises the importance of well-designed school buildings on young people’s wellbeing, behaviour engagement and crucially, attainment.

RIBA has identified that good school design can reduce running and maintenance costs, in some cases by more than several times a teacher’s average salary a year; it could have prevented the English school estate from spending upwards of £150m annually on unnecessary operation and maintenance costs.

The new report is further insight into the Government’s own assertion that just 5% of the nearly 60,000 school buildings across the UK are performing as intended and operating efficiently.* The prevalence of damp, leaky classrooms and asbestos-ridden buildings in British schools means too many pupils and teachers are struggling to learn and teach in conditions damaging to their health and education.

Better Spaces for Learning reveals that the Government’s current programme of building new schools is inefficient – with a lack of flexibility to make the best possible use of resources, and little opportunity for school staff to input into the design of their own new buildings. RIBA believes that the Government programme must be improved to guarantee better outcomes for our public money.

RIBA President Jane Duncan said “This country is in the grip of the worst shortage of school places in living memory. Our report highlights the vital importance of school design and how it affects the general health and wellbeing of their users, our children and their teachers. As limited funding is available to deal with the growing problem, every penny spent on schools must deliver maximum value for money. Award winning well-designed, successful schools with happy pupils and productive staff like Burntwood School in London shouldn’t be the exception, they should be the standard.

“How can we expect our children to compete with the world’s best when too many of our school buildings are substandard? Educational improvements resulting from the current programme of school building are not reaching the basic standards that British taxpayers and our economy expects. We need to do better for all of our children and their hardworking teachers. We urge the Government to review its programme of building new schools.”

To read more about buildings and construction within the education sector, subscribe to our sister publication School Building Magazine. School Building magazine is aimed at the key named buyers and specifiers with Local Authorities, LEA’s, Universities, Architects and contractors responsible for the design, build and refurbishment of educational facilities.
Read the latest edition here.
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The importance of lighting controls solutions tailored for education applications

Important legislative changes have impacted on the use of lighting control systems within the education sector. Contractors must now provide controls which deliver greater energy savings in line with increasingly stringent regulations around sustainability. Additionally, these must be designed to meet each institution’s precise operational requirements, making decision-making around lighting and controls more complex.

Meanwhile, lighting controls have become significantly more sophisticated in functionality and quality. This allows specifiers and installers to select the most appropriate products for each customer, with expectation from end users around lighting controls increasing considerably.

There is now greater emphasis within BREEAM on consultation to truly understand client needs. Similarly, the implementation of BIM requirements means specifiers, armed with this in-depth understanding, must select fully compliant products.

A valuable lesson

As in any sector, it makes sense to select a lighting controls partner with significant experience in educational projects. Where schools and educational facilities differ from commercial spaces or offices is that the primary objective is to create an environment optimal for learning.

Budgetary constraints in the education sector cover both initial cost of purchase and delivering ongoing reduction in energy usage.

For instance, occupancy-sensing controls ensure lighting is used only when required, creating a well-lit classroom suited to effective learning while minimising unnecessary energy consumption and cost.

The best of both worlds

Typically, there will be three or four banks of lighting in a classroom – one close to windows, with another at the front where the whiteboard is. A lighting control system adjusts lighting accordingly to account for varying levels of artificial and natural light.

Typically, this means the lights nearest to the windows will be dimmable, and on a sunny day may dim down to as low as 25% of full output. Further into the space, depending how far the daylight penetrates, other rows may dim down to, say, 75% – or even remain at 100% output.

With widespread use of interactive whiteboards and projectors, dimmer switches help focus students’ attention as these can be used to dim light elsewhere within the teaching space.

Many classrooms, particularly in secondary schools, are used by numerous teaching staff and support staff outside teaching hours. This means the control interface must be easy to use by individuals unfamiliar with that classroom and with varying degrees of technical competence.

Versatility

Classrooms are often also used for extra-curricular and community-based activities. To optimise energy use, it makes sense to implement flexible systems which can cater for this. The absence of such measures can lead to wasteful energy consumption and increased cost, as lights are left on when only a few classrooms, connecting corridors and stairways are in use.

Similarly, rooms in universities and colleges are occupied sporadically, highlighting the need for automated systems ensuring lights are kept on only when in use. Selecting the right occupancy detection can deliver significant savings. In a classroom, for instance, a single microwave detector may offer the same control as two or more PIR detectors, reducing capital costs and cabling requirements.

The same applies to corridors, where the directional qualities of occupancy detectors can provide maximum coverage with the minimum number of sensors.

Conclusion

Lighting controls are continually evolving to meet the precise needs of the education sector. Correctly chosen solutions can help create the optimal learning environment. Seeking advice from those with specialist knowledge and experience in these crucial areas can help ensure clients receive the best solution.

The new Vitesse Plus, a seven-channel lighting control system by CP Electronics, has been specially designed with BIM and EFA guidelines in mind, as well as a growing need to find a cost-effective solution which is easy to set up. Features such as graduated dimming and corridor hold are simple to set up and control, with photocell detectors making adjustments that take advantage of natural light levels.

To find out more visit www.cpelectronics.uk.com.
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