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(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. 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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. 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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(5654) "equipment that has to be serviced is accessible and there is space to conduct the work.Can be cleaned safely. For example, specifying high level windows that can be cleaned (or decorated) from the inside removing the need to access them via a ladder.Ultimately, that the project can be dismantled and demolished safely via a reverse sequence.Most importantly, they must ensure a Health & Safety File is prepared during the project and presented at the end of the job.Health & Safety FileThis is information that the client or end user will require to provide those with responsibilities for the ongoing maintenance, repair or for future construction projects with safety information. The regulations state the development of the Health & Safety File should begin straight away, and continue throughout the project until it is eventually handed over to the client.The Health & Safety File will contain information on how the project was constructed, specifications of materials used, and information on plant or equipment installed. It should include the sequence of work so this can be reverse engineered in the future, and if any features were incorporated to better manage risk this should be stated. It should also contain any key structural information and all “as built” drawings.There could be hazards remaining which could not be designed out. For example, asbestos may have been protected rather than removed, so information regarding this must be included within the file.If the principal designer is not involved with the project all the way through, they must transfer their duties and H&S file information to the next PD. For example, an initial designer may prepare planning drawings with a second who completes detailed construction drawings. If there is a space between the two, the client is responsible for taking this information and transferring it between one to the next.If the principal designer completes their work before the end of the project, the principal contractor will become responsible for completing the Health & Safety file for the client.Schools should consider creating a minimum standard in respect of expectations for the H&S file as part of the initial client pack which includes information on how they expect it to be collated, completed and handed over. Clients should expect the PD to outline their expectations for collating this information. All duty holders have a responsibility to cooperate with the PD in development of this file.Typical contents of a Health & Safety File may include:Full details of the design team including sub-contractors, suppliers and what their role in the project is/was. Names, addresses and telephone numbers are to be included.As built drawings on all aspects of the project against a listed schedule, including: Mechanical & Electrical (M&E) drawings showing all incoming servicesDrainage drawingsStructural drawingsFit out drawings showing all internal design featuresAs built drawingsThe sequence that work was completed Details of construction methods adopted, and a general overview from the principal contractor on techniques adopted and sequencing of works.Information concerning design features that have been incorporated into the design of the project. This could include items such as special features for window cleaning through to cut off features within M&E designs – all relevant brochures and user manuals are to be provided.Materials used including information regarding damp proofing or any other works undertaken before the contractor started work on site.Copies of all user manuals and / or brochures associated with installed equipment and all operating and maintenance manuals including schedules of plant and equipment (e.g. boilers, extract fans, light fittings, etc), recommended spares and servicing requirements.Details of health & safety features that have been incorporated to ensure that the structure can be maintained and cleaned safely, particularly in respect of access to plant and window cleaningDetails on the location and use of utilities, all services and firefighting systemsDetails of any hazards that are known to remain in the building. 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Learning Spaces

Health and Safety implications for schools as clients

8 Jul 2015

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      string(5575) "which has a very individual personality. The climate of La Jolla is notoriously gorgeous most of the time of the year and being able to both teach and live and learn inside and outside is possible in this environment. The use of materials in a way that tied this project to its specific place and the traditions on campus from a construction standpoint and materiality standpoint was another big priority. Top tips:When designing a live-learn community such as this you need to ensure that the design process is truly integrated and think of the project from the point of view of every user.Set up pathways that encourage interaction and collaboration, and make sure that the project is truly integrated. For example, we have introduced classrooms, study spaces and conferencing areas into the residential buildings as well as in the academic buildings.Blur the lines between a living facility and a learning facility; this will create a rich series of interactions that are important in a live/learn community.Keep in mind community is 24/7. For example, internet use is at its highest at two in the morning. You need to ensure you have created a community that is  alive and functioning 24 hours a day and that students really have constant access to amenities Create a wide variety of choices so that students can find the places that work for them.The Oxford Foundry Project, University of Oxford Mat Davies, MCIOB, Oxford Saïd Estate Director, Saïd Business School, University of OxfordThe ProjectA new multi-disciplinary entrepreneurship space, delivered by the Saïd Business School, to support the University of Oxford. Approximately two years ago, the Dean of the Saïd Business School, Professor Peter Tufano and I were speaking – he said he’d managed to secure philanthropic funding to enable us to deliver this centre, which had been a long-held ambition for the School. Approximately 14 months ago a property became available, which matched our requirements – an old semi-derelict nightclub in a Victorian building. We secured a lease on that space for just five years in the first instance, enabling us to use the project as an experiment, to really test the appetite within the University for a centralised Entrepreneurship Space.Key Attributes Our brief suggested something in the region of 800 to 1,000 square metres, two thirds of it being allocated to a large co-working space and one third being a separate accelerator space.  It was crucial to us that the foundry had its own identity – whilst we delivered the project and we support it operationally, it is a university-wide resource. In terms of the character, it couldn’t be confused with a Saïd Business School building – the period industrial building creates the perfect ambience. ChallengesWe had a very clear idea of the schedule of accommodation that we needed to provide, and how we wanted to deliver it –  I’ve travelled and looked at a number of co-working and entrepreneurship spaces across the world.The biggest challenge that we had was the programme – by the time the terms had been negotiated by the various legal representatives, we found ourselves with just 15 weeks to convert the semi-derelict building into a fully finished building – with a fixed date  for Tim Cook (CEO of Apple) to open the building! Within that 15-week period, there was a fairly large demolition and strip-out phase, we had to re-roof the property, and of course then had to fit out the interior – it was an incredibly short programme, many people told us that it could not be achieved – which really galvanized us!Our other challenge was budget. The Oxford Foundry is funded through philanthropy and it was really important that we didn’t spend any more than we had to on converting the building, in order to protect the residual funding to support the academic purposes of the Oxford Foundry. Due to the fact that we had a very small budget we had to minimise the number of subcontractors and carry out as much as possible using the Business Schools 13-strong Estates team. As project Director, I delivered the architectural and interior design. The electrical, mechanical, data, CCTV, security, AV and access systems were designed and installed directly by my team. 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ECO Friendly Design

How universities are implementing innovative learning spaces

18 Jan 2018