Philip Ives, Marcel Hendricks & David Tasker

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

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Philip Ives, Marcel Hendricks & David Tasker

  1. 1. Elmcourt SEN School
  2. 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&B refurbishment contract </li></ul>The challenge: Principal Building Facades
  3. 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. 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. 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. 6. <ul><li>- Lambeth Council CYPS </li></ul><ul><li>- Teaching & Support Staff </li></ul><ul><li>- Students </li></ul><ul><li>- Parents & Carers </li></ul><ul><li>- Board of Governors </li></ul><ul><li>Community groups & local residents </li></ul>In-depth engagement: Rear of Site: Nursery & raised grass area
  7. 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. 8. The Site: The Site :
  9. 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. 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>
  11. 12. The Pre-existing Site :
  12. 13. Remodelled The New Site :
  13. 14. Remodelled New Buildings :
  14. 15. Remodelled Amphitheatre mediates existing 3m site level change ...
  15. 16. Remodelled and retains oak tree and upper level play areas
  16. 17. Remodelled The remodelled Main Building connects front and rear of site :
  17. 18. Principal Adjacency Diagram:
  18. 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>
  19. 21. Main Hall Entrance Lobby
  20. 22. Offices, Therapy Rooms & Central Corridor Main Hall
  21. 24. Intrusive Down-stand Beams Floor level change
  22. 25. Steel Trusses and Raised Floor
  23. 27. Low central ridge structure
  24. 28. Ridge Removed Elevated Flitched Timber Stays Inserted
  25. 31. Class Room Main Hall Stage And Corridor Access Roof Finishes Beyond Repair
  26. 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
  27. 34. Building Not Connected To Rear of Site
  28. 35. New French Door Openings Linking Atrium to External Quad via Cafe / Dining Hall
  29. 40. The Edwardian Building: <ul><li>External Interventions </li></ul><ul><li>Windows </li></ul><ul><li>-Fire Escape </li></ul>
  30. 45. The New Buildings: <ul><li>- Gymnasium </li></ul><ul><li>Practical Class Wing </li></ul>
  31. 48. Key Early Issues <ul><ul><ul><li>- Retain or Replace Design Team </li></ul></ul></ul><ul><ul><ul><li>- Roof & 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>
  32. 49. Construction Issues <ul><ul><ul><li>Access for construction </li></ul></ul></ul><ul><ul><ul><li>Confined conditions </li></ul></ul></ul>
  33. 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>
  34. 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
  35. 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>
  36. 58. jm architects Winner – PFS Annual Awards 2009 ‘ Best Remodelled School’ Winner – BCSE Annual Awards 2010 ‘ Best Remodelled School’

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