Robert Garwood, Luton Borough Council
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The document discusses the role of Lea Manor High School & Community College in Luton as a successfully remodeled school that serves as a community hub. It provides facilities like a community theatre, library, youth center, adult learning center, and children's center. These facilities are open for community use and help promote civic pride, regeneration, and improved access to services, learning, and social opportunities for the local community, especially the poorest residents. The school aims to complement other community activities and foster greater inclusion through its welcoming central atrium and multi-purpose spaces.
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This document discusses strategies for reducing the carbon dioxide (CO2) emissions associated with concrete construction. It outlines various components of concrete mixes and their typical CO2 contributions. Lowering the cement content and replacing it with supplementary cementitious materials like ground granulated blast furnace slag (GGBS) or fly ash can reduce CO2 by 50%. Using natural aggregates rather than synthetic ones also lowers CO2. An audit process is presented for quantifying the embodied CO2 of different building materials and construction elements. With modifications like using recycled steel frames, less ductwork, and promoting public transport, construction CO2 can be reduced by up to 40%. The overall goal is to minimize CO2 through material selection and design solutions that also
Concrete Industry Sustainable Construction Strategy
The concrete industry in the UK has committed to a strategy for sustainable construction. The strategy has four objectives: 1) agree on a common framework, 2) improve environmental profiles, 3) enable clients to achieve sustainability, and 4) communicate progress. Key 2012 targets include increasing certified environmental management systems to 85%, reducing waste to landfill by 15%, and reducing CO2 emissions by 17% from 1990 levels. The strategy aims to make the UK concrete industry a leader in sustainable construction by 2012.
Accrington Academy students and Class of Your Own
Roots is launching a community project to build an eco-friendly classroom to demonstrate that by working together, people of all ages can achieve anything. Their mission is to have one name, one meaning and one goal through community collaboration on a project with strong foundations like building an environmentally sustainable classroom.
Frank Locker, Frank Locker Educational Planning
The document discusses several studies that show improvements in student achievement from refurbishing old school buildings in low-income areas. The studies found that modernized buildings with better lighting, air quality, and other facilities led to test score gains of 5-17 percentile points compared to older buildings. Specific programs that personalized learning through small schools, project-based learning, and adaptive learning technologies also showed promising results, such as doubling math pass rates in Boston and increasing graduation rates in New York.
Lynnette Parvez, Kelmscott School
Kelmscott School underwent a remodelling to bring the school closer to the local community. The new building features a stunning main entrance, light and airy common areas near the entrance for community use, and full accessibility. Classrooms and facilities throughout the school were updated and designed for flexibility. Outdoor spaces were added, such as a canopy and amphitheater, to allow students to spend time outside. The remodelling has supported increased student achievement and enabled greater community use of the school's facilities.
Paul Maccabee, Manchester City Council
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- Community hub statements are created through partnerships between each school and the local authority to identify priorities and opportunities for community use of school resources.
- Key design considerations for schools include separating community and school spaces, providing access for community members, and planning specialist areas for activities like science, art, and music that can be used by both students and community.
Jude Harris & Jill Cameron
The document discusses remodelling education spaces at Stoke Newington School in London. It considers building new facilities versus refurbishing existing structures. The school currently occupies 11,784 square meters but needs more space. Plans show proposals for a new 13,618 square meter building with different phases of construction while students remain on site. Cost estimates show the Stoke Newington project would be more affordable than a similar new build in Hackney at £1,468 per square meter versus £2,896 per square meter.
Andrew Chauvin, Gleeds
The document discusses reviewing education building budgets and timelines in light of less funding. It explores the economics of new builds versus refurbishing, noting refurbishing may be more cost effective at a certain point. Examples of costs for different levels of refurbishment and new builds are provided, ranging from £137/m2 for refreshes to £882/m2 for heavy refurbishments. Differences between new builds and refurbishments like VAT and phasing/decanting are also briefly covered.
Carl-Gustaf Stawstrom, Swedish Association of Independent Schools
This document summarizes the independent school system in Sweden. It notes that since 1992, school choice has increased and now approximately 15% of compulsory schools and 47% of upper secondary schools are independent. The Swedish Association of Independent Schools represents about 900 independent schools. Legislation passed in 2010 established a common regulatory framework for both public and independent schools to ensure equal quality and conditions. Independent schools require approval, must be open to all students, and teach the national curriculum, but can have special profiles like Waldorf or religious schools. They are financed through municipal vouchers on a per-student basis like public schools and regulated by the Swedish Schools Inspectorate.
Simon Henley & Chris Cleugh
St. Benedict's School underwent a creative design remodelling of its education spaces including the assembly hall, examination hall, languages department, music school, chapel, visitor and staff entrance, and medical facilities. The remodelling project addressed the whole school site and improved how spaces would integrate and affect one another. Looking to ecclesiastical architecture for inspiration, the project built a new cloistered space at the heart of the school to serve as public spaces cultivating common citizenship. The remodelling forged dynamic connections between new and existing buildings through changes in levels, green roofs, and naturally lit spaces, reinforcing the school's culture and identity.
Aaron Taylor & Michael Severn
Westminster City School underwent remodeling as part of Westminster City Council's BSF program. The school combined a remodeled Victorian building with a new building along Palace Street, providing a modern presence. The project aimed to make the school a community center, personalize learning, rationalize teaching spaces, address undersized classrooms, improve sports facilities, and engage stakeholders throughout the process by giving everyone a voice and seeking consensus.
Baroness Andrews, English Heritage
The document discusses the refurbishment and reuse of historic school buildings in England. It notes that there are around 5,000 listed school buildings, and many more non-listed buildings of heritage value. Common misconceptions about refurbishing historic schools include that modern teaching requires modern buildings and accommodating new facilities is difficult. However, refurbishment is often more cost effective and sustainable than new construction. The document highlights several case studies of historic schools in England that have been successfully refurbished and continues in use through a constructive conservation approach.
Nina Woodcock, Becta
The document discusses Becta, an organization that provides support for schools' use of technology. It summarizes Becta's current situation of impending closure and ensuring an orderly transition. It also discusses developing a vision for technology in schools and considerations for integrating technology when remodeling school buildings, such as infrastructure, interoperability, and flexibility.
Neil Blundell, Jeremy Wagge & Russel Hayden
The document discusses converting an existing office building into a school building to overcome limitations of time, space, and money. It describes the history and context of Bristol Cathedral Choir School needing to reduce class sizes and convert a building. It then details considerations for converting the 4-story office building, including meeting building regulations for fire safety, sound, sanitation, heating, and accessibility, as well as designing for passive supervision, flexible classroom space, and a sustainable environment. Lessons learned from the project could help other teams with similar conversions.
Michael Olliff & Darren Talbot
The document discusses rethinking capital investment in schools in the UK. It suggests that refresh, refurbish, and reuse of existing school buildings, rather than new construction, could be the new approach, or "new 3Rs". It provides facts and figures on the costs of new builds, refurbishments, and light refreshes. It also discusses challenges of refurbishing older buildings, such as legacy issues and meeting updated space and accessibility standards, as well as ensuring continuity of education during construction work. Maintaining the vision for education should be the priority over the physical works.
John Baumber, Kunskapsskolan
The document summarizes the history and operations of Kunskapsskolan, a chain of independent schools in Sweden. Kunskapsskolan was founded in 1999 and now operates 30 schools across Sweden with over 9,000 students. Kunskapsskolan replaces the traditional school structure with a personalized learning model that focuses on individual coaching, explicit learning goals, and frequent one-on-one tutorials between teachers and students.
Philip Ives, Marcel Hendricks & David Tasker
Case study - Elm Court School: 'Extreme Makeover' - transforming neglected space into a successful school
Simon Lucas, EC Harris
This document discusses the new UK Coalition government's agenda to reform education through greater school choice and parental involvement. It outlines the government's stated goals of developing education within a localism and "big society" framework. However, it notes that previous governments' localism agendas ultimately resulted in greater central control. The document considers arguments for and against greater diversity in education provision through privately established schools and more parental power, but questions whether certain assumptions around demand, resources, and efficiency are robust. It acknowledges both potential benefits and risks of this approach based on historical examples.
Ben Smith, AECOM
The document discusses remodelling education spaces to address climate change challenges. It summarizes AECOM's work for the UK Department for Education on mitigating carbon emissions from existing schools. Analysis found emissions could be reduced 50-65% through energy efficiency alone, saving 1.75-2.27 million tonnes of CO2. Next steps include prioritizing spending on cost-effective efficiency measures and low carbon technologies. The document also outlines AECOM's research for the Partnership for Schools on adapting schools to risks of overheating, which was modeled for various thermal comfort criteria and locations.
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Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
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Editor's Notes
- First some background – The Community school is located in an area of Luton known as Marsh Farm – a large social housing estate which came to prominence during the ‘riots’ Since then considerable money pumped into the area for regeneration which includes – A rebuilt community Resource centre – café, workshops, walk in health centre, etc which compliments the work going on at the school. This facility within 200m of the school Before rebuilding and remodelling although the community facilities were on site – there was little cohesion – a sort of ad-hoc development approach. The sort of things were – The school had no clearly defined front entrance – indeed the first view of the school that visitors saw were the kitchen waste bins and shabby bike storage The Adult Learning was tucked around the back of the school The youth Centre was on it’s own in it’s own building about 50m away The library was in a time expired (1960’s) shopping centre and restricted in what it could do and the customers it could attract. The Childrens’ Centre will bring together a host of support services which are scattered around the town – mostly in inappropriate buildings for the desired use. The sport’s centre has always been on the site but always seemed to be detached The consrtruction skills academy – an initiative with our Partners – Wates – adds to the community mix/opportunity on site. GO TO NEXT SLIDE TO EXPLAIN HOW THE REMODELLING WORKS –
- Need to say that the School has always been imaginative and even a bit ‘maverick’ in how it embraces its community – Integrates and actively encourages SCD and mobility impaired pupils Embraces the Vocational curriculum Eager and Positive in exploring new teaching and learning initiatives. The Above Diagram shows – All of the Community Facilities (except Children’s Centre) at the very frontage of the school The Community theatre clearly prominent and pronouncing that the School is a Performing Arts Centre. The Youth – a little further back – by design – but still part of the Community whilst allowing the Young people to have their own entrance and facilities whilst allowing them to use other areas of the Complex – NOTE ( might be useful to elaborate on Youth hubs at all schools) The recreation centre now clearly part of the complex by imaginative landscaping The Childrens Centre – the funding came in later and hence its design had to be incorporated in the scheme – if all funding was available at the same time then a slightly different scheme may have been tabled
- Previously all these facilities were located at various locations around the Town Wasteful and Inefficient for clients and professionals Now full range of facilities, help, access, opportunities in one location Helps professionals in integrating strategies, diagnosis, care- plans and support in the often complex relationships in respect of the the health and well-being of Children, in a calming and respectful environment for the children, parents and carers
- At the outset The school decided to dispense with a staff room – staff could meet/integrate in the Atrium with/without students – openness and trust Management team in first floor ‘gallery overlooking the entrance – visible not hidden – able to ‘gauge the moods of the school’, accessible for visitors and helps with security. The main atrium is also the dining hall, - NOTE Just Read and expand from the Slide The Branch library, school library and Childrens library all combined- ICT network – Learning Hub Extended Opening Hours – All want this to be a really vibrant and cohesive place so the community feel free to come and go and use the facilities with as few as restrictions as possible The Theatre will be a major attraction ( Note – Billy Eliot selection and Shakespeare Touring)
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