Creative Teaching & Learning

Constructive demolition

Dramatic urban changes were used by Deansfield Comprehensive School to develop a curriculum around design and regeneration that inspired and empowered students. Pupils were intrigued about how the 12 acre site would be developed and this became a focal point for creative coursework involving around 400 young people and their families.

Dramatic urban changes were used by Deansfield Comprehensive School to develop a curriculum around design and regeneration that inspired and empowered students.

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      string(380) "encouraged collaborationbetween different departments in school, linking geographyand design, history and drama, English and ICT and hasprovided new opportunities for professional development.These links have evolved and have allowed new and originalways of working to develop. This has also challenged creativeprofessionals and given them the chance to work in newdisciplines ..."
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      string(1951) "encouraged collaborationbetween different departments in school, linking geographyand design, history and drama, English and ICT and hasprovided new opportunities for professional development.These links have evolved and have allowed new and originalways of working to develop. This has also challenged creativeprofessionals and given them the chance to work in newdisciplines.Work with Persimmon has extended to embrace severalother themes: home security and safety, sales and marketingwith placements, training and work experience and theopportunity for pupils to work alongside the interior designcompany responsible for the show home on the site. Thisfeatures fabrics, canvasses and cushion covers designed andmade by year 11 pupils as part of their Design Textile GCSE.Year 8 pupils named the site and signage reflected partnershipworking with the school.In response to interest from pupils and families, the schoolhas recently established a new Level 2 Btec in Constructionwith local training providers and the city council, and will uselinks with developers to find placements on local sites. Thework has impacted on pupil retention post 16 and informeddestinations for recent school leavers.The work at Deansfield is featured in the NeighbourhoodInitiatives Foundation’s ‘Planning for Real in the 21st Century– A local Citizenship Study Pack for Secondary Schools’ as avideo case study. The pack was launched in May 2004 andthe school’s work was subsequently endorsed by the ArtsCouncil, Home Office, DCSF and ODPM. The pack attractedextensive press coverage and in December 2004 the schoolwas awarded the RegenWM award for the Most TransferableProject. The project was referred to by Lord David Puttnamin the House of Lords as an outstanding example of CreativePartnerships working and was also highlighted in a recentOfsted inspection at Deansfield.Jeremy Brown is Creative Agent for DeansfieldComprehensive School in Wolverhampton"
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Creative Teaching & Learning

Constructive demolition

18 Jun 2009

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      string(335) "... spaces in one of the internal courtyards covered with an ETFE ‘floating pillow’ roof. A dedicated sixth form centre and ICT facilities were also added.Demolition and RedevelopmentThe building at Westcombe Park was completely demolished and replaced with a new purpose-built, three-storey 7,845m2 school for years 9 ..."
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      string(5614) "Greenwich has one of the fastest-growing school-age populations in the UK.  This project was required to help address the increasing pressure on education provision in the area.The John Roan School is a secondary school, with a history that dates back to 1677. It occupies two sites adjacent to Greenwich Park – the lower school was located at Westcombe Park, and the original school (which was built in 1928 and is a neo-classical Grade II listed building) is at Maze Hill.State-of-the-art teaching facilities and flexible learning environments were required to take the school into the next century and expand places to 1,400 pupils – including 350 Sixth Form students.A Three-phase Solution Evolution5 was appointed to provide both project and cost management services to redevelop the John Roan School sites through Greenwich Council’s strategic partnership arrangement with Babcock International.The scheme was a complex, two-year new build, refurbishment and extension programme.  It created spacious, well-lit buildings that offer high quality facilities for both vocational and academic learning.Remodelling and ExtensionThe listed building at Maze Hill was extensively and sensitively remodelled and extended to improve the classrooms and circulation areas, and to create new social, dining and learning spaces in one of the internal courtyards covered with an ETFE ‘floating pillow’ roof. A dedicated sixth form centre and ICT facilities were also added.Demolition and RedevelopmentThe building at Westcombe Park was completely demolished and replaced with a new purpose-built, three-storey 7,845m2 school for years 9, 10 and 11. Decant sports accommodation was also provided during the build programme. The finished campus now accommodates general classrooms, design and technology laboratories, and an entrance atrium with stepped seating to create a performance space linked to the main curriculum and sports wings. There are multi-purpose and open-plan spaces for use as an open learning resource centre and break-out study areas; a winter garden, and drama and activities studios. A sports and amenity building doubles as a valuable community facility.Refurbishment for Interim Decant and Primary UseAn unused school building at Royal Hill was refurbished to provide an interim decant facility for John Roan year 10 and 11 students. On completion of the new school at Westcombe Park, the Royal Hill scheme was upgraded and converted for occupation by James Wolfe Primary School.A Highly Complex and Challenging ProjectThe redevelopment of The John Roan School was highly complex and involved many challenges:Children could not be displaced and teaching had to remain uninterrupted throughout, despite working in a live school environment during each phase. This involved moving year groups around and noise levels were carefully managed. During exam periods, construction activity levels were halted and then accelerated to maintain programme.This was a multi-stakeholder project which required continuous liaison and dialogue between different parties.Managing the design and installation of a lightweight, transparent ETFE roof at Maze Hill connected to the listed building on three sides involved multiple agreements, a high degree of consultation with different interested parties and a visit to another application of this structure to inform the project management of the process.All finishes had to be signed off by the school before design close. To achieve this, samples of furniture, wall colours, fixtures and fittings were obtained and ‘mock’ classroom areas created to attain feedback and a high degree of engagement with teaching staff.School technology was constantly evolving, with initial designs incorporating projectors, which moved to interactive white boards and finally touch screens.The construction budget was constrained and various funding streams had to be managed.Lessons LearnedConsistent and regular communications are essential on a project of this scale and with so many stakeholders and in the context of having to manage constantly changing requirements from the school.  Site walks throughout the construction process were very useful to inform everyone what was taking place and when. Evolution5 conducted monthly meetings with school governors and took senior management around the new buildings when it was safe to do so. These initiatives worked very well.The sample classrooms were invaluable in helping to obtain informed and constructive feedback on design detailing from teaching staff, whilst effectively managing the school’s expectations.The Client’s PerspectiveAndrew Carr, Contracts Manager, Royal Borough of Greenwich Council, said, “We were kept up-to-date at every stage and the project management of this highly complex school redevelopment was excellent. The approach to communication was really helpful and we could pinpoint the project’s progress precisely, at any point. The consultancy team was fast to respond to any challenges and engaged with us at every level. They were extremely thorough, identifying any issues and the most appropriate solution.  They did a great job on this challenging scheme and we can’t think of any areas they could improve on.” At the opening, Des Malone, Head Teacher of The John Roan School, said “This is a landmark for The John Roan which opens our outstanding buildings fit for 21st century learning. We are all immensely proud of our very special school.”Project Data:Client:  Royal Borough of GreenwichLead consultants: Babcock"
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Learning Spaces

The transformation of a historic two-site school

8 Aug 2016

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      string(5652) "The use of recycled modular buildings continues to increase as more schools and local authorities recognise the cost, sustainability and quality benefits of this highly innovative solution to providing new teaching accommodation – particularly in these challenging economic times.Over the past five years, there has been a significant increase in the demand for recycled modular buildings in the education sector, and the approach is now being widely used to provide teaching facilities of the highest standards for both primary and secondary schools, academies and further education.So why would schools consider a pre-owned modular building?The Advantages of Recycled Modular BuildingsThis more innovative approach to construction offers a range of practical benefits:Programme times can be reduced by up to 70 per cent – It is faster than new manufacture and considerably faster than site-based construction methods, allowing education providers to meet place planning issues more quickly.Safety is improved and disruption to teaching during construction is much less because the buildings are reconfigured and fully refurbished off site.  The module cranage can also be easily timed to coincide with school holidays.Because buildings are constructed from modules that are pre-owned, this is a highly cost-effective solution, which enables schools to benefit from larger buildings or a higher specification for the same budget as new build.As with other off-site building methods, large open plan areas can be created for lecture theatres, dining rooms, laboratories and classroom blocks up to three stories high, configured as stand-alone buildings or extensions to existing facilities.Architectural features can be incorporated into the design with the use of a wide range of cladding, glazing, roofing and other options.  Schemes can be designed to complement existing facilities or to make a visual statement.Because work off site is maximised, the approach is ideal for constrained school sites, which may not have the access or storage space for the heavy plant, equipment and materials needed for traditional site-based construction.A Highly Sustainable Approach to ConstructionPre-owned modular buildings are one of the most environmentally sound methods of construction, and a highly sustainable alternative to new build, with no compromise on quality.The approach generates less than 10 per cent of the carbon emissions compared to a newly manufactured building of equivalent size (source: Modular and Portable Building Association).  This is also a sustainable alternative to the demolition and disposal of buildings in landfill sites, which has significant environmental implications.As much of the refurbishment work takes place off-site, the approach generates fewer vehicle movements to site than traditional new build – reducing noise, congestion and carbon emissions. The approach is also very thermally efficient.  In England, tests for air permeability on recycled modular buildings are not compulsory.  However, in independent tests, Foremans recycled modular buildings have performed up to 80 per cent better than Building Regulations requirements.  This means reduced energy consumption and lower running costs and carbon emissions.How the Approach Works It is important to note that only the steel building structure is recycled.  All fitting out is as new. The recycled modular buildings are fully refurbished with new windows, wall linings, partitions, mechanical and electrical services, doors, flooring and cladding, to create high quality accommodation for a wide variety of education applications.Once a modular building has been identified for use by a school or local authority, it is reconfigured and refurbished to individual project requirements. It is then delivered to site where it is craned into position in just a few days, ready for final fitting out, testing and commissioning. Recycled and refurbished modular buildings can be hired or purchased for flexibility in financing – and a buy-back option can be agreed, giving schools and local authorities a convenient disposal mechanism should capacity requirements change and the building become surplus to requirements.  This further extends the life cycle of modular and portable buildings.Case Study – Wymondham AcademyA dedicated sixth form centre is now in use at Wymondham High – a new academy in Norfolk. The scheme has been constructed using a sustainable recycled modular building.  It was completed ahead of schedule, reducing the programme from receipt of order to less than three months.Designed by architects NPS South East, the project marks the start of a significant new phase in the history of the school.  In line with Government policy to increase the number of academies across the UK, Wymondham High now has Academy status.  The additional teaching accommodation was needed as the school caters for over 1,600 pupils, with 400 in the sixth form from the start of the 2011/12 academic year and plans are in place to increase pupil numbers to 2,000.A Collaborative Approach to DesignA collaborative approach was taken to the design of the new building.  The most appropriate aesthetic solution for the exterior was discussed at workshops with sixth form design students.  Students were keen to use timber from a sustainable source and to introduce colour into the project. 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Innovative School Design

The hidden benefits to recycled modular buildings

8 Aug 2016

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      string(5613) "Legal BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.ASBESTOS MISBEHAVIOUR COULD LEAD TODETENTIONKeywordsAsbestos, risks,schools, pupils,regulations,policy, banned,buildingstructures,asbestos-containingmaterials,fibres,inhalation,diseaseSummaryThe Department of Education is constantly striving to raise awareness of the risks carried byasbestos-containing materials and, as a result, experts are now seeing a high level of enquiresoriginating from schools.What is asbestos?Asbestos was a building material used extensively in Great Britain from the 1950s through to 1999,when use of the substance was banned.Inhalation of asbestos fibres can cause serious diseases, which are responsible for around 4,500deaths a year. There are four main conditions caused by asbestos: mesothelioma, lung cancer,asbestosis and diffuse pleural thickening. Asbestosis and diffuse pleural thickening cause extremelydebilitating chest pains, while mesothelioma and lung cancer caused by asbestos are almost alwaysfatal.Despite the ban on asbestos, fibres remain present in Great Britain’s building structures, meaningpeople are still exposed to very low levels of the substance. However, a key factor in the risk ofdeveloping an asbestos-related disease is the amount breathed in. Working on or near damagedasbestos-containing materials or inhaling high levels of fibres can increase your chances ofcontracting an asbestos-related disease.How can asbestos affect schools?Legislation states that buildings constructed prior to the 1999 outlaw of asbestos – particularlyoffices and schools – must adhere to the Control of Asbestos Regulations 2012 and have a thoroughmanagement plan in place.Asbestos-containing materials most likely to be found in schools are:• thermal insulation on pipes and boilers• sprayed asbestos used for fire protection• asbestos-insulating board used for partitioning and ducts• ceiling tiles• floor tiles• cement roofing and guttering• textured coatings.Legal BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.Should these materials be disturbed or damaged during maintenance, repair or construction, staff andstudents can face immediate risk of infection. This includes seemingly minor jobs, such as installinginternet or telephone wires, when access behind wall panels and into ceiling space is often required.As such, prior to any works taking place, a demolition or refurbishment survey is required, howeversmall or large the project may be.Providing it is properly managed and in good condition, asbestos that’s not damaged or disturbed isnot a significant risk to health. This means that teachers and pupils are unlikely to be at risk in thecourse of their normal activities. However, it’s always advisable to be aware of activities that couldpotentially damage asbestos-containing materials, such as pinning or tacking work to insulation boardor ceiling tiles.Who is responsible for managing asbestos in schools?As defined in Regulation 4 of the Control of Asbestos Regulations 2012, the task of managingasbestos falls to those with responsibility for maintenance and repairs. For the majority of schools, theduty holder will be the employer.Who exactly the employer is varies on the type of school. In the case of community schools, specialschools, those controlled by volunteers, maintained nursery schools or pupil referral units, theemployer is the local authority. For academies, schools that are free to attend and voluntary-aidedor foundation schools, the employer is the school governors. Finally, when it comes to independentschools, the employer may be the proprietor, governors or trustees.Often, schools are granted a budget to carry out building management by the local authority. Insituations like this, the duty to manage asbestos will be shared between the school and the localauthority. Each local authority has a particular scheme for the financing of maintained schools andthese determine the types of work that will be financed from the delegated school budget and thosethat remain the responsibility of the authority and are funded by capital expenditure. Both parties willtherefore have duty holder responsibilities for the repair and maintenance of the premises.I’m a duty holder – what does this responsibility entail?The core responsibility of a duty holder is to locate asbestos-containing materials within a school andkeep an up-to-date record of their condition. The risks carried by the presence of these materials mustbe assessed and a strategy put in place to manage these risks.This strategy must contain provisions to ensure that any information surrounding the location andcondition of harmful materials is given to those with the potential to disturb them, such as caretakersor contractors. Moreover, this information must be shared with any teaching staff likely to disturbasbestos. 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Leadership

Asbestos Misbehaviour

1 May 2014

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