Your SlideShare is downloading. ×
0
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Philip Ives, Marcel Hendricks & David Tasker
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Philip Ives, Marcel Hendricks & David Tasker

766

Published on

Case study - Elm Court School: 'Extreme Makeover' - transforming neglected space into a successful school

Case study - Elm Court School: 'Extreme Makeover' - transforming neglected space into a successful school

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
766
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Elmcourt SEN School
  • 2. <ul><li>- to preserve the character and ‘sense of place’ held by the building </li></ul><ul><li>to work within planning and conservation guidelines </li></ul><ul><li>to ensure the building meets the needs of its occupants </li></ul><ul><li>time pressure of a D&amp;B refurbishment contract </li></ul>The challenge: Principal Building Facades
  • 3. <ul><li>- to create a modern SEN learning environment </li></ul><ul><li>-to modify the institutional quality of the building </li></ul><ul><li>- to create safe, calm, light and airy spaces for learning and social interaction </li></ul><ul><li>- to create an environment that the students would respect and value </li></ul><ul><li>to create an environment which is simple to navigate </li></ul><ul><li>21st Century Issues </li></ul><ul><ul><ul><li>Achieving compliance – Thermal, Acoustic, MoE </li></ul></ul></ul><ul><ul><ul><li>Integrating ICT and 21st Century services </li></ul></ul></ul><ul><ul><ul><li>- BREEAM </li></ul></ul></ul>The brief: Principal Main Building Facades Rear Building Facade
  • 4. -Elmcourt School – 100 pupils – aged 11-16 – MLD / SEBD / ASD - from a post-war CLASP-type single storey building to an Edwardian 4 storey building The move: Site frontage on Elm park Rear of Site: Workshops and Gymnasium
  • 5. - key to the scheme’s success were the relationships between the architect, school, BSF team, planning authority and contractor - a high level of communication was necessary throughout the design, development, planning, procurement and delivery processes Excellent relationships:
  • 6. <ul><li>- Lambeth Council CYPS </li></ul><ul><li>- Teaching &amp; Support Staff </li></ul><ul><li>- Students </li></ul><ul><li>- Parents &amp; Carers </li></ul><ul><li>- Board of Governors </li></ul><ul><li>Community groups &amp; local residents </li></ul>In-depth engagement: Rear of Site: Nursery &amp; raised grass area
  • 7. Maintaining Relationship with School <ul><ul><ul><li>Dedicated Community Investment Manager </li></ul></ul></ul><ul><ul><ul><li>Linked in with Senior Leadership Team </li></ul></ul></ul><ul><ul><ul><li>Key Point of Contact with Head Teacher </li></ul></ul></ul><ul><ul><ul><li>Level of engagement with students agreed at outset </li></ul></ul></ul><ul><ul><ul><li>Linked into seasonal events </li></ul></ul></ul><ul><ul><ul><li>Attended parents evenings </li></ul></ul></ul><ul><ul><ul><li>Culminated in Apollo Achievement Award </li></ul></ul></ul>
  • 8. The Site: The Site :
  • 9. The refurbish/remodel challenge <ul><ul><ul><li>Poor condition and suitability of existing building stock </li></ul></ul></ul><ul><ul><ul><li>Years of incremental unplanned growth </li></ul></ul></ul><ul><ul><ul><li>Incoherent positioning of buildings on site </li></ul></ul></ul><ul><ul><ul><li>Poor circulation both within and between buildings </li></ul></ul></ul><ul><ul><ul><li>- Dealing with Listed or Historic Buildings </li></ul></ul></ul>
  • 10. &nbsp;
  • 11. What have we got that’s good? <ul><ul><ul><li>- Opportunities to achieve transformational outcomes </li></ul></ul></ul><ul><ul><ul><li>- Design imagination – challenge use of space </li></ul></ul></ul><ul><ul><ul><li>- Can we combine new with old </li></ul></ul></ul><ul><ul><ul><li>- Some teaching spaces are larger than what would be provided under a new build scheme </li></ul></ul></ul>
  • 12. The Pre-existing Site :
  • 13. Remodelled The New Site :
  • 14. Remodelled New Buildings :
  • 15. Remodelled Amphitheatre mediates existing 3m site level change ...
  • 16. Remodelled and retains oak tree and upper level play areas
  • 17. Remodelled The remodelled Main Building connects front and rear of site :
  • 18. Principal Adjacency Diagram:
  • 19. <ul><li>The Remodeled School: </li></ul><ul><li>Concepts. </li></ul><ul><li>Natural ventilation </li></ul><ul><li>Thermal efficiency </li></ul><ul><li>Acoustics </li></ul><ul><li>Wayfinding </li></ul><ul><li>Flexibility </li></ul>
  • 20. &nbsp;
  • 21. Main Hall Entrance Lobby
  • 22. Offices, Therapy Rooms &amp; Central Corridor Main Hall
  • 23. &nbsp;
  • 24. Intrusive Down-stand Beams Floor level change
  • 25. Steel Trusses and Raised Floor
  • 26. &nbsp;
  • 27. Low central ridge structure
  • 28. Ridge Removed Elevated Flitched Timber Stays Inserted
  • 29. &nbsp;
  • 30. &nbsp;
  • 31. Class Room Main Hall Stage And Corridor Access Roof Finishes Beyond Repair
  • 32. ETFE Roof Juliette Balcony Access Atrium Flanked by New Lift and Stair Cores Corridors Illuminated by Borrowed Light From Atrium Roof Finishes Replaced New Insulation Build-Up
  • 33. &nbsp;
  • 34. Building Not Connected To Rear of Site
  • 35. New French Door Openings Linking Atrium to External Quad via Cafe / Dining Hall
  • 36. &nbsp;
  • 37. &nbsp;
  • 38. &nbsp;
  • 39. &nbsp;
  • 40. The Edwardian Building: <ul><li>External Interventions </li></ul><ul><li>Windows </li></ul><ul><li>-Fire Escape </li></ul>
  • 41. &nbsp;
  • 42. &nbsp;
  • 43. &nbsp;
  • 44. &nbsp;
  • 45. The New Buildings: <ul><li>- Gymnasium </li></ul><ul><li>Practical Class Wing </li></ul>
  • 46. &nbsp;
  • 47. &nbsp;
  • 48. Key Early Issues <ul><ul><ul><li>- Retain or Replace Design Team </li></ul></ul></ul><ul><ul><ul><li>- Roof &amp; Structure </li></ul></ul></ul><ul><ul><ul><li>- Environmental – Asbestos </li></ul></ul></ul><ul><ul><ul><li>- Ecological – Bats, Japanese Knotweed </li></ul></ul></ul><ul><ul><ul><li>- Planning - Windows </li></ul></ul></ul>
  • 49. Construction Issues <ul><ul><ul><li>Access for construction </li></ul></ul></ul><ul><ul><ul><li>Confined conditions </li></ul></ul></ul>
  • 50. &nbsp;
  • 51. &nbsp;
  • 52. Pervasive issues <ul><li>Planning and Conservation: Compromise is essential. Sensitive facade interventions will probably be necessary if a building’s environmental performance is to be substantially improved. The Devil is in the detail. </li></ul><ul><li>Risk: Any refurbishment or remodelling project will entail risk that cannot be designed out completely, ‘conservation’ schemes more so. </li></ul><ul><li>Always seek to reduce the level of intervention through innovative use of existing spaces. Attributes of a school’s Vision, curriculum and pedagogical approach may unlock creative strategies for occupying historic buildings . </li></ul>
  • 53. Top tips Understand Experience the school. talk to them, spend time in school, find out what they like about their buildings, and what their frustrations are. Investigate Survey the buildings – in detail – prepare room data sheets, involve the “builder” early, don’t just transfer risk! Talk Develop and maintain a close relationship with the school – manage expectations Plan Understand the curriculum and how the school operates to inform phasing and minimise decant/temporary accommodation. Open mind Keep options open, BB98 is guide not a bible, have flexibility in your strategies, you will need some Plan B’s Community Maximise opportunities for learning, become part of the school community, win hearts and minds
  • 54. &nbsp;
  • 55. &nbsp;
  • 56. &nbsp;
  • 57. In Summary <ul><ul><ul><li>Keep transformation at forefront – Don’t just refurbish poor functioning space </li></ul></ul></ul><ul><ul><ul><li>Affordability will remain the driver – to build or refurbish </li></ul></ul></ul><ul><ul><ul><li>Design to refurbish (consider phasing and decant) </li></ul></ul></ul><ul><ul><ul><li>Focus on managing the school relationship </li></ul></ul></ul>
  • 58. jm architects Winner – PFS Annual Awards 2009 ‘ Best Remodelled School’ Winner – BCSE Annual Awards 2010 ‘ Best Remodelled School’

×