Secondary School Design Brief June 06

8/7/2019 Secondary School Design Brief June 06

1/69

SECONDARY SCHOOL DESIGN

BRIEF

SPRING 2006


2/69

Authors

Veronica Bushell Capital Projects Development Officer, Children, Families & Education

Peter G Guise Income & Value Coordinator, KCC Property Group

John Lattimore Capital Projects Development Manager, Children, Families & Education

Contributors

Peter Banbury & Chris Shaw ISG, Chief Executives Department

Alan Day Senior Policy Officer (Digital Curriculum), Children, Families & Education

Colin Godfrey Biodiversity Officer, Strategic Planning

Karen Mills Policy Officer, Children, Families & Education

Val Markley & Keith Macey Access Officers, KCC Property Group

Carolyn McKenzie - Economic Development, Environment & Regeneration

Diana Robinson SEN Advisor, Children, Families & EducationMark Sleep - Client Services Manager, Children, Families & Education

Darryl Mattingly Corporate Risk & Insurance Manager, Chief Executives Department

Photographs on front Page

Top left Invicta Grammar School New teaching extension

Top right The Towers School New teaching block

Centre Tunbridge Wells Girls Grammar School New teaching block

Bottom left Homewood School and Sixth Form Centre New communications block

Bottom right Homewood School and Sixth Form Centre Dining extension


3/69

Secondary School Design Brief

Contents

1. General Principles and Considerations

2. BB98 Headline Summary

3. Summary of Overall Minimum Formulae for both Building and Site Areas

4. School Premises Regulations 1999

5. Other Important Reference Documents

Appendices

Appendix A: Schedule of Recommended Rooms for each Form of Entry

(Ranges from 4FE to12FE with additional rooms for post 16 pupils)

Appendix B: Room Data Sheet

Appendix C: Disability Discrimination Act (DDA)

Appendix D: Hearing Enhancement Systems (HES)

Appendix E: Biodiversity & Ecology

Appendix F: Environmental Management

Appendix G: Community Use of Schools - The 24 / 7 School

Appendix H: Schedule of suggested Furniture & Equipment

Appendix I: ICT in Secondary Schools


4/69

Kent County Council

Children, Families & Education Directorate

+

Design of Mainstream Secondary Schools for pupils aged 11-18

1. General Principles and Considerations

Kent County Council recognises the important role that school accommodation plays in

providing appropriate learning environments conducive to enhancing learning experiences

and raising educational standards.

As the largest Local Education Authority (LEA) Kent is at the forefront of major initiatives -

PFI, Academies and Building Schools for the Future (BSF). These are exciting times for

Kent Secondary Schools. Kent County Council has the opportunity to influence and

improve school designs for the benefit of secondary school children, the teaching profession

and the wider community. We intend to meet the challenge of the information age. In

bringing forward secondary school design solutions the council will encourage design

consultants to be mindful of:

Innovation promoting refreshing design solutions that are radical and a visionaryeducational approach whilst achieving functionality and fitness for purpose.

Inclusion taking full account of the needs of pupils, staff and visitors who may, forexample, require reasonable special design aspects i.e. hearing and sight impairments,

mobility needs etc.

Flexibility incorporating design aspects and features that will enable the builtaccommodation to be used for a range of activities, not only by the school, but also for

the benefit of the community.

Adaptability the design solution should encompass the ability to enable some futureadaptations to meet changing needs and developments particularly in ICT.

Sustainability the design and infrastructure should address the current needs and futurerequirements. The new Kent Design Guide will assist the design consultant. Currently

available from http://www.kent.gov.uk/publications/council-and-democracy/kent-design-

guide.htm

Environmental Performance acoustics, ventilation, heating and daylight plus the designof outdoor environmental areas. The Building Research Establish Environmental

Assessment Method (BREEAM) for schools will assist in guiding the design consultant

and will become mandatory for school projects from 2007.

Technology recognising the part that Information Technology plays, not only ineveryday life, but also in the life of a school. ICT is now an essential tool in all subjects.

Consultation the councils property and project professionals will provide substantialassistance to consultants, however, account needs to be taken of the aspirations of all

stakeholders including teachers, governors, parents and other interested parties e.g.

neighbours, Parish and District Councils, Diocesan/church authorities.

Procurement consideration should be given to the best procurement route to matchdesign, time and budget issues, taking into account that higher specification and

sustainable and better quality materials may significantly reduce future maintenance

liabilities.

Energy Efficiency heating & lighting installations (as well as appropriate ventilation)

needs careful consideration in order to reduce CO2 emissions and to optimise runningcosts.
http://www.kent.gov.uk/publications/council-and-democracy/kent-design-guide.htmhttp://www.kent.gov.uk/publications/council-and-democracy/kent-design-guide.htmhttp://www.kent.gov.uk/publications/council-and-democracy/kent-design-guide.htmhttp://www.kent.gov.uk/publications/council-and-democracy/kent-design-guide.htm


5/69

Safety and security consideration should be given to the design and siting of thebuilding to ensure that unwanted visitors cannot enter the building without permission,

along with clear defined site boundaries using appropriate fencing and/or planting, if

necessary intruder alarms. www.securedbydesign.com is a useful website for advice

including the local police.

Biodiversity at feasibility stage consideration needs to be given to how a design mayadversely affect any wildlife or habitat in the area, and suitable steps should be taken to

avoid or limit any disturbance.

This design brief has been developed to identify the provision required for secondary

schools. It is not considered to be prescriptive in so far as the individual design of secondary

schools will be a matter for each project design team. Resultant design solutions will be

expected to incorporate the elements and considerations contained within this brief.

The variety and complexity of secondary schools coupled with the level of detail contained

in DfES Building Bulletin 98, has led us to adopt BB98 standards and guidance rather than

produce a Kent specific brief. This document highlights the major principles within

BB98, and puts a Kent gloss on certain aspects.

Designers should use their best endeavours to be creative within the overall parameters set

out in this brief and other guidance, and should be aware that additional funding resources

are not readily available.

The brief has been developed mainly with the provision of new whole schools and new

extensions in mind although it may also be used in considering the suitability and

adaptability of existing premises. When existing premises are being considered for

expansion, extension or adaptation, it will be appropriate to consider such

expansion/extension/adaptation in relation to the whole school provision. Special care

should be taken when phased development is planned for operational reasons to ensure the

phases provide the necessary accommodation in the correct order for teaching purposes andthat minimum disruption is caused to the school.

Secondary schools provide statutory education facilities for pupils between the ages of

eleven and sixteen, although many secondary schools provide a range of academic and

vocational courses for pupils up to the age of nineteen. Schools of the future will need to

operate within a more flexible teaching environment as the learning day increasingly extends

from the normal 9am to 3pm day. Teachers in secondary schools take considerable time

and effort to create an atmosphere within the school that seeks to bring out the best in pupils

and enhance the learning experience. The school building and the surrounding area must

support this ethos and its design should promote opportunities to support teachers efforts to

provide stimulation in learning.

A variety of finishes and textures should be used, both internally and externally, which are

aesthetically pleasing whilst taking into account the Disability Discrimination Act (DDA)

regulations. External brickwork, especially at a lower level, should have sharp edges

eliminated. Wherever possible, pitched roofs should be used. Throughout the school,

appropriate variation in floor, wall, ceiling and other finishes including colours should be

deployed in order to both match the varied use of internal areas and to encourage pupils to

behave appropriately in different areas and as they move round the building. The treatment

of finishes should be such as to minimise noise transmission between areas of the building.

Corridors in secondary schools have to facilitate the efficient and safe movement of largenumbers of students, and they must be adequate for this purpose. This does not mean that

they should not, where possible, be incorporated in other areas or promote imaginative

functional use. Care should be taken regarding the inter-relationship of spaces.
http://www.securedbydesign.com/http://www.securedbydesign.com/


6/69

Access to natural light is a factor in pupils achievement as insufficient light can reduce

attention span and encourage lethargy.

Special attention should be given to the following:

disturbance factors

distance between class bases, toilets and central resource areas

circulation especially width of corridors to accommodate the movement of largenumbers of pupils

ease of supervision between internal spaces

routes/access into the school building - DDA regulations

perception of visitors entering the school

teaching areas planned to allow for subjects to be appropriately suited with relevantstorage and resources

teaching areas and open spaces to be appropriately arranged to support curriculum needs

position of toilets and changing rooms in relation to external spaces and ease of accessfrom within the building

external and internal recreational areas to provide a rich variety of spacious play areas ease of supervision at break times

outdoor spaces to enhance curriculum activities

out-of-hours use zoning heating systems, for example

The design of the building should take into account relevant legislative requirements and

minimise the risk of crime, especially vandalism and arson. Appropriate fire precaution

measures must be integral to the design. In the event of fire the building must be able to be

vacated easily, speedily and safely with clear fire assembly points.

2. BB98 Headline Summary

The basis for planning secondary school accommodation is contained within the DfES

publication Building Bulletin 98 (BB98) Briefing Framework for Secondary School

Places.

The document promotes a structured approach to design in the context of a strategic

premises development plan. This is an approach which the authority endorses. Design

teams will need to have regard to the advice within the document which sets out in detail, in

Part C, recommended minimum room sizes for each curriculum area. Kent generally accepts

the guideline within BB98 but considers that 60m is a more comfortable size for non-specialist classrooms, than the 56m minimum recommended. Flexible teaching areas could

also be considered by creating double class size areas with partitions, for larger class sizes,

for practical subjects or mock exams, see examples shown in illustrations 1 and 2.

BB98 also recommends the minimum size for a four-court sports hall of 594m (18 x 33 x

7.6h). Consideration will need to be given to whether the sports hall will be used for just

badminton or for other activities which require wider run-off areas. If this is the case Sport

England recommends a larger hall of 646m (34 x 19 x 7.6h).

Additionally, it is recommended that each project design team consider the advice contained

within the DfES publication Building Bulletin 95 Schools For The Future.


7/69

Illustration 1

Double class space with partition to create two classes when necessary

Illustration 2

Lecture theatre with folding seating to allow for dual use

BB98 is set out in four main sections. The contents and main headings of each section are

summarised overleaf.


8/69

Part A The Briefing Process

The client team

Outcome based approach

Strategic Premises Development Plan developed through options appraisal

Objective comparison of future premises needs with current buildings Capacity/site area/curriculum analysis AMP condition and suitability data

Options Feasibility study

Single project or phased solution

Part B Design Criteria

Vision Education performance Staff satisfaction

Pupil satisfaction Community involvement

Design Implications Organisation departmental; year groupings Resources central or dispersed locations Timetabling Technology Furniture and equipment Extended school facilities; flexibility; multi-use; community use

Key Design Requirements Flexibility and adaptability Access and inclusion Safety and security Environmental performance BREEAM

Part C The Buildings

Gross area =

Net or useable area Basic teaching area (general and specialist) Halls Learning resources Staff and administration Storage Dining and social Supplementary net area (requires additional funding) Enhancements beyond recommendations Extra support Non-school provision

Non-net area Toilets and personal care Kitchen


9/69

Circulation Plant Walls

Schedules of accommodation Recommended min/max areas per room and per subject area Ready reckoner formulae

Part D The Site

Gross site area = Net site area (playing fields) Pitches Courts Social (soft) Social (hard) Habitat

Buildings and access area Footprint Delivery access Refuse Paths Parking Drop off Cycle storage

Supplementary site area (requires additional funding)

In addition to the advice in BB98, there are a number of other Building Bulletins which offer

advice on specialist subjects, see Section 5 Other Important Reference Documents.

3. Summary of Overall Minimum Formulae for both Building and Site Areas

BB98 appendices show options and example schedules of accommodation for various sizes

of schools and curricula needs including key formulae for minimum building and site areas

as shown in the examples overleaf.

The recommended net areas are in the form of formulae, based on a constant figure plus afurther figure per pupil place. In all formulae: N is the total number of pupil places the

school is planning to accommodate, including post 16. The areas calculated are in square

metres - m.


10/69

BB98 Key Formulae for Floor Areas

Floor Areas 11 16 Secondary 11-18 Secondary

Basic teaching 50 + 3N 200 + 3.06N

Halls 600 + 0.3N 600 + 0.3N

Total teaching area 650 + 3.3N 800 + 3.36N

Learning resource areas 75 + 0.25N 125 + 0.29N

Staff & Administration 125 + 0.3N 125 + 0.31NStorage 175 + 0.35N 200 + 0.36N

Dining & Social 25 + 0.2N 100 + 0.26N

Float 250 + 0.3N 250 + 0.32N

Total Net Building Area 1300 + 4.7N 1600 + 4.9N

Likely Gross Building Area 1850 + 6.7N 2250 + 7N

The recommended schedule of accommodation for each Form of Entry (FE) is shown in

Appendix A.

BB98 Key Formulae for External Play and Gross Site Areas

External Play Areas

For Each

Secondary

School

Pupils

11-18N =

number of

pupil places

5FE750 + 100

(16+)

6FE900 + 250

(16+)

7FE1050 +

300

(16+)

8FE1200 +350

(16+)

Number of pupils 850 1150 1350 1550

m m m M

Pitches team game area 10000 35N 39750 50250 57250 64250

Soft play (informal & social) 800 2.5N 2925 3675 4175 4675Games courts (hard surfaces) 600 2N 2300 2900 3300 3700

Hard play (informal & social) 400 1.5N 1675 2125 2425 2725

Habitat 200 1N 1050 1350 1550 1750

Float 1000 5N 5250 6750 7750 8750

Total External Net Area 13000 47N 52950 67050 76450 85850

Likely Site Area: from 14000 52N 58200 73800 84200 94600

to 16000 59N 66150 83850 95650 107450

4. School Premises Regulations 1999

Design teams should also take into account The Education (School Premises) Regulations

1999 (Statutory Instrument 1999 No.2) that refers to premises standards for schools. The

document relates to the following minimum standards;

Washrooms for pupils and staff the recommended provision for pupils is one per 20 pupils ages 5+, one per 10

for pupils under the age of 5

the recommended provision for staff is one per 10 full time equivalent memberof staff (see BB98, page 46)

Medical accommodation Staff accommodation

Ancillary facilities


11/69

Health, safety and welfare

Acoustics

Lighting

Heating

Ventilation

Water Supplies and drainage

Playing fields

5. Other Important Reference Documents

Other literature that project managers / design teams will need to refer to are:

Building Biodiversity in Kent - a supplement to Kent Design

Disability Discrimination Act 1995 and BS8300:2001

DfES Building Bulletin 80: Science Accommodation in Secondary Schools: A Design

Guide

DfES Building Bulletin 81: Design and Technology Accommodation in SecondarySchools: A Design Guide

DfES Building Bulletin 85: School Grounds - A Guide to Good Practice

DfES Building Bulletin 86: Music Accommodation in Secondary Schools

DfES Building Bulletin 89: Art Accommodation in Secondary Schools

DfES Building Bulletin 95: Schools For The Future, Designs for Learning Communities

DfES Building Bulletin 91: Access for Disabled People to School Buildings

Other appropriate DfES Building Bulletins e.g. Acoustic, Building Regulations &Environment Design in Schools.

DfES Furniture and Equipment in Schools: A Purchasing Guide Managing SchoolFacilities Guide 7

English Nature Leaflets & Research Reports

Kent Association of Local Authorities: Kent Design CD-Rom www.kent.gov.uk/NR/rdonlyres/73C435B8-24CA-43A5-B250-

F1FF1C8CC1B1/625/KDtechap.pdf

Kent County Council Vehicle Parking Standards http://www.kmsp.org.uk/pdfs/draft/SPG4VPSSep03.pdf

KCC_TEMPLATE_01 School for the Future http://www.kent.gov.uk/publications/education-and-learning/bsf-school-future.htm

Sixth Form Colleges see Learning and Skills Council http://www.lsc.gov.uk/National/default.htm
http://www.kent.gov.uk/NR/rdonlyres/73C435B8-24CA-43A5-B250-F1FF1C8CC1B1/625/KDtechap.pdfhttp://www.kent.gov.uk/NR/rdonlyres/73C435B8-24CA-43A5-B250-F1FF1C8CC1B1/625/KDtechap.pdfhttp://www.kmsp.org.uk/pdfs/draft/SPG4VPSSep03.pdfhttp://www.kent.gov.uk/publications/education-and-learning/bsf-school-future.htmhttp://www.lsc.gov.uk/National/default.htmhttp://www.lsc.gov.uk/National/default.htmhttp://www.kent.gov.uk/publications/education-and-learning/bsf-school-future.htmhttp://www.kmsp.org.uk/pdfs/draft/SPG4VPSSep03.pdfhttp://www.kent.gov.uk/NR/rdonlyres/73C435B8-24CA-43A5-B250-F1FF1C8CC1B1/625/KDtechap.pdfhttp://www.kent.gov.uk/NR/rdonlyres/73C435B8-24CA-43A5-B250-F1FF1C8CC1B1/625/KDtechap.pdf


12/69

Sport England Guidance Note on the Provision of Sports Facilities for SecondarySchools

http://www.sportscotland.org.uk/ChannelNavigation/Resource+Library/Publications/Des

ign+Guidance+for+Secondary+School+Sports+Facilities.htm

The Education (Schools Premises) Regulation, 1999

Workplace (Health, Safety & Welfare) Regulations, 1992
http://www.sportscotland.org.uk/ChannelNavigation/Resource+Library/Publications/Design+Guidance+for+Secondary+School+Sports+Facilities.htmhttp://www.sportscotland.org.uk/ChannelNavigation/Resource+Library/Publications/Design+Guidance+for+Secondary+School+Sports+Facilities.htmhttp://www.sportscotland.org.uk/ChannelNavigation/Resource+Library/Publications/Design+Guidance+for+Secondary+School+Sports+Facilities.htmhttp://www.sportscotland.org.uk/ChannelNavigation/Resource+Library/Publications/Design+Guidance+for+Secondary+School+Sports+Facilities.htmhttp://www.sportscotland.org.uk/ChannelNavigation/Resource+Library/Publications/Design+Guidance+for+Secondary+School+Sports+Facilities.htm


13/69

A p p e n d i x A

Schedule of Recommended Rooms

For each Form of Entry

(Ranges from 4FE to 12FE, with additional

rooms for post 16 pupils)


14/69


15/69


16/69

A p p e n d i x B

Room Data Sheet

(Example)


17/69

1

Room Name Space Ref. Space Use

Size Mechanical Service

Room Relationships Heating

Access Mech. Vent

Special Environmental Factors HWS / CWS

Finishes:

Floor Ceiling

Elec. Water Saver

Walls Skirting Other

Doors:

Fire Rating Vision Panel

Fan Light Glazed Panel Electrical Services

Ironmongery:

Lock Handles LightingLatch Closer Emergency Lighting

Suite Sign/Other Power

Fittings TelephoneHand Dryer

Sanitary Fittings: Computer PointsWC Drink. Fountain Fire AlarmLB Cleaners Sink IntruderShower Sink TV OutletDisabled WC Urinal Other

Items supplied &

fixed by GC

Other

Fire Extinguishers H & S Signs

Others


18/69

A p p e n d i x C

Disability Discrimination Act (DDA)


19/69

The Disability Discrimination Act (DDA)

The Disability Discrimination Act 1995 (DDA) places a duty on employers and service

providers not to treat people with disabilities less favourably than others. The Act

encompasses employment provisions; public access to goods, facilities and services;education and transport.

Within the secondary school environment all of these areas of the Act are relevant. Part I -

defines the term disability, which includes ambulant disabled; people with a sensory loss;

wheelchair users; people who have mental health issues and people with a literacy or

learning difficulty. The employment of staff with disabilities is covered by Part II. Use of

school facilities by the general public and activities that bring parents into the school is

covered by Part III. Meeting Additional Education Needs and Resources is covered by

Part IV. This section is split into pre and post 16 provision, so if the school also has adult

education on site then different responsibilities in relation to the removal of physicalbarriers apply. A school sixth form provision is however covered by Part IV. Transport is

an ongoing issue for schools and meeting the transport needs of disabled people is covered

by Part V.

When designing secondary schools all of these issues need to be considered and a fully

inclusive design drawn up. A fully inclusive design means that the building will work

well for everyone and eliminates the need to make separate provision for disabled people.

Minimum standards have been developed to assist with this process in the form of

BS8300:2001 Design of buildings and their approaches to meet the needs of disabled

people (amended 2005) This gives guidance on design to meet the wide range of

disabilities within Part I of the Act. The revised (May 2004) Approved Document M ofthe building regulations also demands inclusive environment for new buildings in line

with the British Standards (BS).

There are a few basic principles of design for new build:

All designs must comply or go beyond the BS8300:2001 and Approved DocumentM.

All approaches, entrances and fire exits to have level access or if unachievablethen provide fully compliant ramps, steps and/or lifts.

Internal changes of level on any storey of a building are not acceptable. If theycannot be achieved, seek advice from the KCC Access Officers.

Use of stair lifts is not acceptable.

If the building has more than one floor, ensure there is provision of lift and stairaccess to all areas.

Hearing enhancement systems to be installed in areas where information isexchanged, e.g. the visitor reception area, classrooms, reading areas in nursery

rooms and main halls.

Fire alarm systems to have visual and audio indicators.

Ensure colour contrast throughout the building. Where glazing is used, ensuredaylight glare is manageable, either by carefully selection of internal surfaces or

provision of blinds.


20/69

The above list is not exhaustive and full reference should be made to BS8300: 2001.

Further advice is given in KCCs Guidance to Technical References; copies are available

by calling the KCC Inclusive Access & Design team on 01622 696023 or emailing

[email protected].


21/69

A p p e n d i x D

Hearing Enhancement Systems (HES)


22/69

2

Guidance Note

Hearing Enhancement Systems

IntroductionHearing enhancement systems (HES) is the generic name used to describe a range of

equipment aimed to minimise unnecessary background noise to benefit people with

hearing impairments. Generally they will not benefit people who are profoundly deaf.

Application of hearing enhancements systems

Generally HES should be provided wherever information is given out, for example,

reception counters, meeting rooms, conference rooms, classrooms, halls, interview rooms.

Fixed systems are preferred to portable units, however where there are a large number of

rooms infrequently used, portable units may be better.

Schools

All new and existing buildings should have fixed systems to reception counters, main

halls/theatres, meeting/conference rooms, Headteachers office, or any other room where

information is regularly given out.

Classrooms in - Primary Schools Secondary Schools

Existing buildings Portable systems until next

refurbishment then install fixed

systems.

Portable systems until next

refurbishment, then install fixed

systems to a percentage of rooms,

depending on use of classrooms

New buildings Fixed systems designed and

built into every classroom.

e.g. soundfield systems.

Fixed systems are not expected in

every single classroom of new

secondary schools. Provision will

depend on use of classrooms, e.g.

install to 1 of 3 English classrooms,

focus on rooms for community use,

disabled pupils & staff etc.

Emergency telephones within passenger lifts should have inductive couplers as per

BS8300.

Access audit recommendations

Access audits will identify the need and location for hearing enhancement systems, e.g.

reception counters, classrooms, halls and theatres for public services. Access audits will

not assess the individual needs of disabled people with hearing impairments, these are

undertaken on an individual basis in addition to the public needs identified above. Prior

to installing equipment, suppliers and manufacturers should be consulted to recommend

the most suitable type of equipment for the needs of all the buildings users.


23/69

3

Types of hearing enhancement systems

Induction loops

Induction loops convert sound via a microphone into a varying magnetic field, which is

converted back to amplified sound by an individuals hearing aid (where a T switch is

fitted). Loops help to cut out extraneous background noise.

Induction loops should be fitted where information is given verbally, e.g. reception

counters and meeting rooms. Care must be taken where loops are used in adjacent rooms

or floors, due to overspill, this is particularly an issue for confidential meetings.

Infrared systems

Infrared systems work on different principles by converting a sound source into an

infrared light signal, and require special receiving headsets. This system is more suitable

for controlled areas such as theatres and lecture rooms, where headsets can be borrowed

from a central source. The system is of particular value where confidentiality is

important. As the technology is based on light, sound cannot be picked up outside the

room in which the infrared signals are generated.

FM Radio Aid Systems

These are useful for deaf students and students with auditory processing disorders. A radio

aid system greatly improves the clarity of sound by allowing a human voice or another

desired sound source, to be fed electronically into listening devices reducing background

noise and sound loss between speaker and listener. Radio aid systems work with the users'

hearing aids, cochlear implant processors or headphones. A transmitter is worn by the

person speaking and a receiver by the listener. The system is wireless, can be worndiscreetly and allows for complete freedom of movement.

Sound Field Systems

A sound field system is an amplification system which provides an even spread of sound

around a room. The term 'soundfield' has been adopted to describe a sound system using a

number of speakers distributed around a classroom. A soundfield allows all the students

to hear equally well wherever they are seated and whichever direction the teacher faces.

Soundfield systems are beneficial to all students, and particularly those with attention,

behavioural and processing difficulties.

Physical environment

In addition to hearing enhancement systems, consideration should also be given in the first

instance to good building design to create a suitable acoustic environment

Adequate sound insulation. Avoid too many hard surfaces. Use buffer zones to separate quiet and noisy areas. Heating, extract or air-conditioning equipment needs regular maintenance to minimise

excessive background noise.


24/69

3

Main power supplies in buildings create a considerable magnetic field that causes aloud hum in hearing aids. Care should be taken to route the cable away from public

spaces.

Low level lighting (less than 2.3m floor to underside of light fitting), computers andoverhead/slide projectors can create background noise and interference with hearing

aids.

Reference:

Descriptions of hearing enhancement systems and good acoustic design from Designing

for Accessibility 2004 Edition published by the Centre for Accessible Environments.

Further advice is also available from the KCC Inclusive Access & Design team on 01622

696023 or by emailing [email protected].


25/69

1

A p p e n d i x E

Biodiversity

&

Ecology


26/69

2

Biodiversity & Ecology

Kent supports a diversity of habitats and species largely stemming from its varied geology

and land use history. As well as having intrinsic importance, biodiversity contributes

significantly to the people of Kents quality of life and wellbeing. By recognising the

value of biodiversity in school developments, the opportunity exists to:

Retain and encourage local wildlife

Provide an educational resource wildlife areas can provide formal or informalfield laboratories for biological, geographical and environmental sciences

Help children relate to their natural environment through interactions with localwildlife

As well as protecting biodiversity for its own sake, there are also legal imperatives. In

England, there are five main pieces of legislation providing statutory protection for certainspecies of animal, plant and trees. These are the Wildlife & Countryside Act 1981, The

Countryside & Rights of Way Act 2000 (CROW 2000), The Conservation (Natural

Habitats) Regulations (1994), The Protection of Badgers Act (1992) and The Town and

Country Planning (Trees) Regulations 1999. Kent also has its own Biodiversity Action

Plan, 1997 and in addition, planning authorities are required to consider ecology and the

environment under Planning Policy Guidance 9 (Nature Conservation) 1994.

As an example, species that are widely distributed in Kent, such as great crested newts,

dormice and bats are European Protected Species and as such are protected against:

Deliberate disturbance, capture or killing Deliberate taking or destruction of their eggs

Damage or destruction of their breeding site or resting places

Any work that could potentially impact on the above species requires a licence from the

Department of Environment, Food and Rural Affairs (Defra). Undertaking work without a

valid licence, or other offences against protected species, could result in a fine of up to

5,000 or six months in prison per offence, i.e. destroying two active nests could result in

a fine of up to 10,000. Further information on wildlife licensing can be found on the

Defra website - http://www.defra.gov.uk/

Some species of animals, while not afforded full protection are protected against certain

acts. For example, all species of reptile found in Kent are protected, under the terms of the

Wildlife and Countryside Act 1981, from deliberate injury or killing while the habitat of

water voles is protected. If protected species are known to be present, or in the close

vicinity of a school site, the views of English Nature should be sought at the earliest

opportunity - http://www.english-nature.org.uk/ Full Schedules of protected animals and

plants can be found at - http://www.naturenet.net/index.php

It is important to remember that, if protected species are found on the proposed building

site, it may delay the start of works, as there are limitations in terms of seasons when

species can be removed. Investigation works should be considered as earliest as possible,maybe when a new school or expansion is first considered.
http://www.defra.gov.uk/http://www.english-nature.org.uk/http://www.english-nature.org.uk/http://www.naturenet.net/index.phphttp://www.naturenet.net/index.phphttp://www.english-nature.org.uk/http://www.defra.gov.uk/


27/69

2

As well as statutorily protected species, development should aim to avoid negative

impacts on other rare, UK or Local Biodiversity Action Plan (BAP) habitats or species.

Information on the Kent BAP can be obtained at www.kent.gov.uk/biodiversity.

To ensure that the above legislation is adhered to and maximum benefits for wildlife areachieved, ecological surveys should be undertaken prior to the commencement of

development. Surveys should identify habitats; species and features, which would be,

affected either directly or indirectly by the development. They should then evaluate the

importance of the features identified and determine the type, duration and significance of

potential effects arising from the development. Finally they should assess the overall

balance of losses and gains, taking any proposed mitigation measures into account.

Development should always aim to result in no net loss for wildlife, and where possible,

produce biodiversity gains.

Reference:

Further advice can be obtained from Sue Meads, Property Group on telephone number

01622 696021.


28/69

A p p e n d i x F

Environmental Management


29/69

1

Environmental Management

There is a greater awareness of the environment and heightened concerns about the

damage caused to it by building developments. Designers of new schools, extensions to

schools and major refurbishment must ensure that their designs and the materials used in

construction and finishing create as little impact on the environment as possible.

KCC is committed to the principle of sustainable development and recommends taking

measures to counteract climate change including reducing carbon dioxide emissions and

other greenhouse gases.

Design choices can have a considerable effect on the environment over the life of a

building. Orientation, positioning of the development, engineering solutions and

construction materials chosen are all-important. Most school buildings will remain in use

for many years to come so it is vitally important that they are as environmentally friendlyas possible.

Below are some of the areas that require detailed consideration:

Asbestos

Clearly, asbestos-based materials should not be specified in new school designs.

Whenever proposals for extensions or refurbishment are proposed designers should ensure

that an asbestos survey has been carried out and check the schools asbestos register. An

action plan to deal with any asbestos found should be agreed with the client.

EnergyDesign solutions should promote energy efficiency. Caretakers must be instructed and

trained in the use and management of heating and other energy controls.

Harmful Substances

Care should be taken by designers to specify alternatives to substances such as cleaning

agents containing formaldehyde and phosphates.

Health & Safety

All proposals for development must comply with CDM regulations. The building

regulations Part B on Fire are due to be reviewed and the DfES will be re-issuing BB7

(currently withdrawn) on Fire Safety Guidance for Schools which will include advice on

sprinklers.

Lead-free Paint

Lead is an obvious poison and has been shown to cause brain damage in young children.

Lead-free paint must be specified.

Lead Pipework

Lead pipework in existing schools is an obvious health hazard. When refurbishing an

existing school a programme of removal and replacement should be drawn up and no lead

pipework should be used in new buildings or extensions.


30/69

1

Legionella

Designers should ensure that appropriate steps are in place to minimise the opportunity for

growth of legionella within the water supply systems.

Lighting

In new designs daylight should be the main form of lighting in a school to ensure lights

are not required to be on all day plus energy efficient lighting should be specified toreduce running costs.

Maintenance

Design solutions should facilitate easy maintenance of buildings and plant by looking at

an optimum design to balance maintenance with running costs. With the Caretakers

instructed and trained in specific maintenance requirements will also reduce costs.

Nitrogen Oxide Emissions

Nitrogen Oxide is a product of combustion from power generation. The burning of fossil

fuels is a high producer of Nitrogen Oxide so, for example, electricity used for space

heating from a coal-fired power station is not particularly environmentally friendly.

Ozone Depleting Chemicals

The principle causes of ozone depletion in construction is from CFC's and HCFC's. Care

should be taken when specifying materials such as insulation materials which use these

carbons and alternative methods of production and, indeed alternative materials, should be

used.

Recycling

Recycling waste reduces the impact on the environment, so the design of a school and the

operational use of the school should encourage the recycling of materials used in such

activities as craft design and technology.

Site Selection

Wherever possible it is preferable to select derelict land or a previously developed site

providing it is safe and not colonised by important wildlife - please refer to Appendix E

Biodiversity & Ecology for further information.

Solar Panels

Since the use of solar panels is a free energy from the sun, designers should consider the

use of solar panels in new designs to help save energy and reduce heat and lighting costs.

Sources of Hardwoods & Softwoods

Wood is the most ecologically friendly construction material, as much less energy is

needed to manufacture and construct a timber framed building than steel or concrete.

However, due regard should be paid to managed forest sources.

Transport

Transport is often the largest use of energy associated with a school and can have a

significant impact on the environment. Invariably, schools new and existing, are now

required, as a condition of planning permission, to formulate an acceptable home-to-

school transport policy (travel plan).

This will include some provision for car parking and "drop off / pick up zones" but will

also need to incorporate proposals for pedestrian / cycle routes to school, cycle storage


31/69

and on site vehicular, pedestrian and cycle management. This of course will depend on

the size of the proposed and existing site. Further guidance can be obtained from KCC

Highways Department.

Use of Recycled Materials

The use of waste or recycled materials saves both energy and raw materials. Designers are

encouraged to use products manufactured from these.

Ventilation

The design of a naturally ventilated building should aim to achieve a high quality of

indoor air and good control over ventilation. For example, designers should select

appropriate types of sizes of window openings, in order to produce a naturally controlled

environment. Where air contamination may result from school activities (i.e. chemical

experiments or wood machining) appropriate measures to meet the requirements of

COSHH should be specified such as fume cupboards or ventilation hoods.

Volatile Organic Compounds

Many building components act as a source of volatile organic compounds. For examplewater-based paints are now more readily available as an alternative to solvent based

paints.

Water Economy

Water is a valuable natural resource and designers should specify water conservation

measures, e.g. the use of systemisers in toilet areas. Greywater should also be considered

even though the engineering of systems are still a relatively young technology, it is

however making rapid progress.

Water Quality

Poor maintenance of cold water systems can lead to contamination of water supplies.

Designers should ensure that water tanks are not oversized, are properly insulated and

permit easy maintenance.

At present the Environmental and Sustainable Construction Code of Practice for KCC

New Build and Refurbishment works is currently under review. The Code of Practice will

be consistent with Technical Annexes being developed under Kent Design and

forthcoming Government Guidance. The Code of Practice and any related Technical

Annexes will be incorporated into this document at a later date, whilst minimum

performance standards will also be applied to ensure that environmentally responsible

development is encouraged across all divisions. These standards will need to be met inorder to satisfy planning policy guidance.

Reference:

Further advice and guidance on the review of the Code of Practice for KCC can be

obtained from Carolyn McKenzie, KCC Economic Development Team on 01622 221916.


32/69

A p p e n d i x G

Community Use of Schools

The 24 / 7 School


33/69

Community Use of Schools

Schools do not exist in a vacuum. The circumstances and needs of the local community -

whether that is the community of parents, or the immediate local population - has a direct

influence on the way in which a school operates.

As set out in Kent County Councils The next Four Years, KCC is committed to

supporting and developing schools in their role at heart of the community. Schools

contain a valuable concentration of facilities and expertise. These resources are not being

used to their full potential if the community beyond its own pupils cannot access them, if

they are not combined with other services when appropriate, and if a school remains

closed in the evenings and at weekends.

Becoming a Kent Community School is a way for a school to maximise its potential,

positively influence its environment and provide an essential community learning

resource.

What is an extended / community school? The simplest description is a school that goes

beyond the normal functions of a school i.e. lessons, meetings with parents and out-of-

school activities.

Extended use might include dual use of its facilities, e.g. sports hall community use or

meeting rooms utilised by local groups. It can also be a community base for other agencies

such as the health service and the voluntary sector.

Schools that qualify as a Community School are a focal point for a range of educational,

cultural, family, community and health services for pupils, staff, families and the widerpopulation. This might mean basing teams of multi-agency professionals on the school

site, or locating services there, working in partnership with private providers, the

voluntary or community sector or parents groups. The aim is to make a range of services

more accessible, better co-ordinated, and driven by the needs of those they serve, with

schools possibly open all the year round including school holidays.

There may be opportunities for new, integrated approaches (among other things) like the

introduction of Childrens Centres that would offer early education and childcare,

family support health services, employment advice and specialist support on a single site.

Plus adult education linked to the 14-19 curriculum and business-based vocational

training. The intention is to involve the community more in the life of the school, and theschool in the life of the community. Many schools will be already be doing elements of

this e.g. breakfast clubs, after-school clubs, holiday play schemes (clubs), literacy or ICT

classes for parents and sharing specialist facilities.

When designing new schools or extensions to schools, design teams should take these

issues into consideration to ensure we meet the Governments Five Year Plan that was

published in July 2004.

Where to find out more:

KCC Children, Families & Education - Community Schools Development Team

www.teachernet.gov.uk/educationoverview/briefing/extendedschools/
http://www.teachernet.gov.uk/educationoverview/briefing/extendedschools/http://www.teachernet.gov.uk/educationoverview/briefing/extendedschools/


34/69

A p p e n d i x H

Schedule of Suggested

Furniture & Equipment


35/69

14

Schedule of Suggested Fixed and Loose Furniture and Equipment

All pinboards & Tamperproof display boards to comply with European Standards

BS EN 13823:2002 and BS EN 11925 - 2 Fire Safety & Noticeboards requirements Approved

Document B to be met.

No. of Items Specification

General Classrooms including 6th

form

15 Tables 1200L x 600W x 710H mm

30 Stacking Chairs - Polyprop Chair stacking 430mm high

1 Book Trolley

1 Wastebin

1 Clock - 12" Diameter, Battery Operated

8 Lockers with 4 lockable areas

1 Whiteboard - 1800 x 1200mm

1 Pinboard to wall - 400 - 500mm high, fabric covered pinboard to fit available wall space

2 Tamperproof Display Boards

1 Teachers Table with locking drawers 1200L x 800W x 710H mm

1 Teachers Chair - VDU Chair no arms high back1 Tall Locking storage Cupboard Metal two doors 915W x 458D x 1830H mm1 Four drawer filing cabinet 458W x 622D x 1320H mm1 Low Level Cupboard 1000W x 500D x 710H mm

1 Height Adjustable Shelves 25mm, 4 Tier 400mm deep shelving with brackets

1 Paper Towel Dispenser

1 Soap Dispenser

Services for Interactive Whiteboard

Services for Data Projector

ICT Classrooms

15 Tables 1500L x 7500W x 710H mm

30 Stacking Chairs - Polyprop Chair - 430mm high


1 High Back Operator Chair - VDU Chair no arms high back1 Printer Table 800L x 800W x 710H mm

1 Height Adjustable Shelves - 25mm, 4 Tier 300mm deep shelving with brackets

1 Wastebin - Plastic - 14 litre

1 Clock - 12" Diameter, Battery Operated1 Whiteboard - 1800 x 1200mm

1 Pinboard to Wall - 400 - 500mm high, fabric covered pinboard1 CD/DVD playerServices for Interactive Whiteboard



36/69

Science Laboratories - 30 Students

30 Stools - Student 620mm high with back

1 Draughtsman chair High Back, Height Adjustable, 5 Star base with footring

1 Teachers Bench 1850L x 1500W x 800H mm


6 Under bench Tray Units/Locking cupboards to fit beneath all Perimeter Benching

1000W x 450D x 820H mm2 Swing Bin - 45 litres


6 Tall locking storage cupboards Metal Two Door Cupboard 1830H x 458D x 915W mm

6 Perimeter benching to include sinks 1600D x 850H mm

4 Pedestal with gas & electric services 600L x 600W x 850H mm, 2 Double Gas and 2Double Electric

1 Wall Mounted Eyewash Station 150W x 250H mm

4 Coat & bag storage 1250H x 400D x 300W mm (4 Slots)

1 Wall Cupboards - 1000W x 300D x 660H mm

1 Pinboard to wall 400 - 500mm high, fabric covered pinboard to fit available wall space1 First Aid Box - 50 Person First Aid Case

1 Goggle Rack for 30 sets of Goggles

1 Metre Rule Rack 300D x 1200H x 600W mm

2 Four Drawer Filing Cabinet 458W x 622D x 1320H mm

Science Prep Room

1 Undercounter Fridge with freezer box - 4.9cu.ft 500W x 500D x 850H mm

1 12 Place Dishwasher 600W x 600D x 850H mm

1 Mobile Re-circulatory Fume Cupboard 1000W mm

8 Table 1200L x 600W x 850H mm9 Draughtsman chair High Back, Height Adjustable, 5 Star base with footring

4 Prep table 1600L x 800W x 850H mm



4 Mobile Tray racks - 60 Tray 1056W x 435D x 1725H mm

2 Metal bin

1 Eyewash Station - Wall Mounted

1 Fixed Shelves

1 Large Belfast type sink with cupboards

1 Perimeter Benching with cupboards below 600D x 850H mm

1 Pinboard to wall - 400 - 500mm high, fabric covered to fit available wall space1 Whiteboard - 1200 x 1200mm

1 Requisition Board 6 hooks to hold A4 sheet - 1200 x 1200mm with hooks

3 Tool Boards to be fixed to wall - 1200 x 1200mm

8 Equipment trolley 1000W x 750H x 450D mm

5 Coat Hooks Double on backing board

3 Two Shelf Trolley for Power packs 1000W x 750H x 450D mm

4 Gas - Double - Flip/Turn



37/69

Chemical Store

1 Flammable Cupboard - small - 712H x 915L x 459D mm

1 Poisons Cupboard 1006W x 465D x 1800H mm

1 Acids Cupboard / Alkaline Store 1006W x 465D x 1800H mm

1 Radioactive Cupboard Material Storage 458W x 458D x 762H mm

1 Workbench - 1200L x 600W x 710H mm

1 Stainless Steel Sink with cupboards below - Single Drainer Inset into Worktop1 Tall Metal Cupboards open with lipped shelves 1800H x 400D x 1000W mm

Graphics Room



30 Stools - Student


1 Teachers chair - VDU Chair no arms high back




3 Tall locking storage cupboard Metal Two Door 1830H x 458D x 915W mm

1 Height Adjustable Shelves - 25mm, 4 Tier 300mm deep spur shelving with adjustable

brackets


1 Inboard to wall - 400 - 500mm high fabric covered inboard to fit available wall space

1 Sink with cupboards below - Stainless Steel Single Drained Inset into Worktop

1 Etching Bath1 Air Compressor - Portable

Services for Interactive WhiteboardServices for Data Projector

Resistant Materials Classroom 27 Students

3 Floor Cupboards with 3 shelves - 900mm

6 Heavy Duty Steel Frame Workbench with 2 door cupboards fitted with Well Top type

1200L x 1200W x 850H mm

27 Wood Work Vice fitted to Bench - 7"

27 Metal Work Vice on Tray - 3"

1 Variable Height Bench Fitted Wood Work Vice

1 Mechanics Vice Including Fitting2 Floor Fixed Footstep Model Drill - Medians Bench Drill 13mm 3 Phase

2 Floor Fixed Task Light for Medians Drill - The unit comprises a heat resistant shade with

on/off switch.

1 Floor Fixed Antelope Bandfacer AN2 3 Phase (Sander) - Vertical Bandfacer with

standard tilting table 226L x 278D mm and indexed 135-90. Integral dust extractor and

the added safety feature of an emergency stop bar.

1 Floor Fixed Bandsaw Basato 5.2 - 3 Phase Specifications: Throat: 440mm. Depth of cut

300mm. Table. No volt release switch. Emergency foot switch and key switch.

1 Cross/Mitre Gauge Basato 5.2 - As Above

1 Floor Fixed Wood Lathe Scheppach DMS 1100.

2 Bench Mounted Hegner Multicut 1 EDU - Fret Saw

1 Vacuum Forming Machine


38/69

1 Reducing Frame 10" x 9"

1 Flange Cutter TC

1 Strip Heater

1 Hot Wire Cutter 280-240V

1 Convection Oven Model 200FD with Stand 1760L x 406W x 460H mm external.

13amp plug

1 Dip Coating Equipment Set1 Mercury 25W Laser Cutter

1 CAD/CAM Printer

1 Local Dust extraction for all equipment

30 Stools - Student 620h with back


2 Dustbins 80 Litre Twist Locking lid

1 Equipment Trolley Three column

1 Pinboard to wall 400 - 500mm high, fabric covered pinboard to fit available wall space

1 Whiteboard 1800 x 1200mm

1 Draughtsman chair - High Back, Height Adjustable, 5 Star base with footring

1 Four Drawer Filing Cabinet - 458W x 622D x 1320H mm

1 Workbench with sink and cupboards below

2 Coat & bag storage - 2 x 4 Bays 1250H x 400D x 300W mm (4 Slots)

Textiles

12 Sewing Machines

1 Overlocker


1 Drying Rack - 30 Shelf Dryer 51W x 122D x 99H mm

8 Lockers with 4 lockable areas1 Tall mobile Trolley with trays of various sizes 1055W x 420D x 1500H mm

1 Bin - Plastic - 14 litre

2 Large swing bin - 45 Litre - Plastic

24 Stacking Chairs - Polyprop - 430mm high

9 Pupil Table 1500L x 750W x 710H mm

1 Teachers Table with locking drawers 1200L x 800W x 710H mm1 Teachers Chair - VDU Chair no arms high back

1 Large Print Table 1500L x 1000W mm2 Ironing Boards - Foldaway Height Adjustable

1 Tall Cupboard with hanging rail 1800L x 458W x 915H mm

1 Tall locking storage cupboard Metal Two Door 1830H x 458W x 915L mm2 Four Drawer Filing Cabinet 458W x 622D x 1320H mm


1 Sink with cupboards below - Stainless Steel Single Drainer Inset into Worktop

1 Perimeter Benching for Sewing Machines - cupboards below 600D x 850H mm

1 Whiteboard - 1800 X 1200mm

1 Pinboard to wall - 400 - 500mm high, fabric covered pinboard




39/69

Textiles Store

1 Height Adjustable Shelving - Lipped 25mm, 4 Tier 400mm deep shelving with brackets -lipped edge

Food Technology

2 Four Drawer Filing Cabinet 458W x 622D x 1320H mm1 Teachers Table with locking drawers 1200L x 800W x 710H mm

1 TeachersCchair - VDU Chair no arms high back


1 Table Height Adjustable 1200L x 600W x 650 850H mm


20 Stacking Chairs - Polyprop Chair stacking 430 mm high



6 Large Pedal Bin - 30 Litre - Stainless Steel


2 Large Swing Bin 1000W x 420D x1500H mm

5 Electric Cooker - 1 Halogen - Four Ring Electric Cooker

5 Gas Cooker - Four Burner Hob,

1 Multi Fuel Range

1 Tall Freezer

2 Undercounter Fridge -No Freezer Box, 4.9cu.ft

1 Washing Machine -11Ib Wash load, 1300 rpm spin speed

1 Tumble Dryer - 12Ib Drying Load (140 minute timer)

1 Dishwasher - 12 Place Dishwasher

4 Microwave

1 Paper Towel Dispenser1 Soap Dispenser

1 Wash Hand Basin

6 Sink with cupboards below - Stainless Steel Single Drainer Inset into Worktop.

1 Height Adjustable Shelves -25mm, 4 Tier 300mm deep shelving with brackets

1 Wall Cupboards 1000W x 300D x 660H mm

1 Underbench storage with drawer units 1000W x 450D x 820H mm

3 Coat & Bag Storage - 12 slots 1250H x 400D x 300W mm (4 Slots in each)



1 Hand Dryer

1 Wash hand basinServices for Interactive Whiteboard


Food Storeroom



40/69

Technology Prep room

1 Dust Extraction

1 Tilt Arbor Saw TA315-3 with Extension/Rear - Phase 3 kW. With thermal overload novolt release and lock off emergency stop switch. Foot operated stop switch.

1 Planer Thicknesser MB 308 three phase - Key switch

1 Tormek Wet Grinding Machine

1 Gryphon Bench Grinder - Dust Extractor three phase. The wheel size is 200 x 25mm.1 Metal Chopsaw with Pedestal

1 Racking-Horizontal Bar /5 Arm

1 Vertical Racking

1 Sheet Metal Racking

2 Cupboards with Roller Shutters 1830H x 500D x 915W mm

1 Flammables Cupboard - 712H x 915L x 459D mm

1 Bench with Shelves above - 600D x 850H mm

2 Equipment Trolley Three column 850H mm)

1 Gabro Sheet Folder - Aluminum 1.25mm & 2.00mm

1 Draughtsman chair High Back, Height Adjustable, 5 Star base with footring


1 Dustbins - 80 Litre Twist Locking lid



2 Coat Hooks Double on Backboard

Art Classrooms (Not all items necessarily required for each art room)


1 Teachers Chair - VDU Chair no arms high back

13 Tables - 1600L x 800W x 710H mm2 Table Height Adjustable - 650 850H x 1200L x 600W mm

30 Stacking Chairs - Polyprop - 430 mm high or Stools Student 620H mm with back


2 Large Swing Bin - 45 Litre - Plastic

4 A1 Plan Chest - Wood 6 Drawer 1000L x 700W x710H mm


2 Tall Locking Metal storage cupboard - Two Door Cupboard 1830H x 458D x 915W mm

2 Storage Cupboards 1250H x 400D x 300W (4 Slots)

1 Perimeter Benching with mobile storage below 600D x 850H mm

1 Bench Mounted Drying Rack - 40 Wire Shelves 39L x 50W x 60H mm

2 Print Table - 2000 x 1000mm1 Portable Light Box

1 Table for Pugmill 1600L x 800W x 710H mm

1 Pugmill with an electronic overload starter and stop button fitted as standard. Dimensions

800L x 280W x 500H mm

15 Coat Hooks - double on backing board

2 Sinks - large silkwash type

2 Sinks with cupboards below Stainless Steel Single Drainer Inset into Worktop.





1 Hand Dryer


41/69

1 Soap Dispenser



Kiln Room

1 Kiln Front Loading1 Lockable Store Cupboard for Chemicals & Glazes - Metal Two Door 1800H x 915W x

458D mm

1 Slotted Racks minimum depth 500mm Metal Shelves

Dance


1 Cupboard for Sound System - Locking 725W x 450D x 725H mm

1 Curtain to cover mirror - Full length curtain on track

1 Mirror to one wall - Full Length Mirror

1 Barre - to one wall 48mm Diameter mounted on brackets



1 Pinboard to Wall - 400 - 500mm high, fabric covered pinboard



Drama Studio


1 Curtain to cover wall track to allow door to open - Full length curtain on track1 Whiteboard - 1800 x 1200mm







Audio Room

1 Table 1200L x 600W x 710H mm2 Stacking Chairs - Polyprop - 430mm high1 Height Adjustable Shelves - 25mm, 4 Tier 300mm deep shelving with brackets






Music Classroom



42/69



1 Teachers Chair - VDU - no arms high back



1 Staved Whiteboard - 1800 x 1200mm

1 Pinboard to wall - 400 - 500mm high, fabric covered pinboard5 Coat Hooks, Double on backing board





Music Practice Rooms

6 Stacking Chairs Polyprop - 430mm high






Music Group Room




1 Clock - 12" Diameter, Battery Operated1 Staved Whiteboard 1800 x 1200mm


1 Teachers Chair - VDU - no arms high back1 Pinboard to wall - 400 - 500mm high, fabric covered pinboard



Recording Studio


1 Clock - 12" Diameter, Battery Operated1 Wastebin - Plastic - 14 litre



1 Shelving at one end - 25mm, 4 Tier 400mm deep shelving with brackets

2 2 height adjustable high shelves

1 Staved Whiteboard - 1800 x 1200mm


43/69

Gym

Wall Bars

Rope Sets

Beams

Fixed Basket Ball Goals at either end

25 Floor Mats - 2m x 1m Chipfoam mats

1 Whiteboard - 1800 x 1200mm3 Vaulting Horses

3 Boxes - 1.4m x 1.25m high

2 Trampettes - Frame Size 1.1m x 1.1m, Bed Size 0.6 x 0.6m

3 Springboard - Competition Spring Board FIG Approved

4 Crash Mats

10 Benches

Services for interactive whiteboard

Sports Hall

2 Cricket Nets - Astro Floor for nets mats

1 Dividing Net - Retractable

1 Volley Ball Net & Posts - Club Standard

1 Badminton Nets & Posts - integral transport wheels

2 Fixed Basket Ball Goals at either end

1 5 -a-Side Football nets - 4.9m x 1.2m high

1 Netball Posts - Height Adjustable. Complete with integral wheeling system and nets -Adjusts 1.9m to 3.05m



Changing Rooms

Slatted Benches with Coat hooks 1825H x 1500W x 300D mm

Fitness Room

2 Rowing machine

2 Upright Bikes

2 Sit down Bikes

2 Treadmill

2 Cross Trainer1 Clock - 12" Diameter, Battery Operated

1 Mirror to one wall - Full Length

6 Mats - 2m x 1m




44/69

Assembly Hall

Curtains

180 Exam Tables

10 Exam Table Trolleys with Shelves


10 Chair Trolleys

1 Clock - 12" Diameter, Battery Operated1 Pinboard to wall

Dining

12 Bench Seating - 3.6m

6 Bench Tables - 3.6m

1 Dining Bench to wall 6m


1 Pinboard to wall

Kitchen (minimum requirement)

2 6 Burner Gas Oven Range " 42.8KW2 Twin Basket Deep Fat Fryer " 35.8KW1 Atmospheric Steaming Oven " 13.3KW

1 Convection Oven " 7.8KW2 Fridge2 Freezer

1 Food Mixer1 Meat Slicer1 Potato Peeler

1 Dishwasher pass through1 Table for Dishwasher to suit site and space1 Dishwasher Rinse Sink & Spray to fit table1 Water Softener2 Wash Hand Basin1 Bucket Sink

3 Hot Cupboard 1200 x 800mm3 Tables Stainless Steel 650 x 1800mm

1 Ventilation Canopy

4 Racking 1200 x 400mm1 Cleaning Store with Shelving 2m minimum

1 Staff Accommodation approximately 10m1 Insect Killer

Library & Careers

Storage for 10,000 books

Library reception desk

1 Tall Locking Metal Storage Cupboard - Two Door 1830H x 458D x 915W mm




5 Tables - Round 1200 Diameter

10 PC Tables - 1600L x 800W x 710H mm


45/69

2 PC Corner Tables - 1500 x 1500mm


1 Modular reception unit with storage

1 High Back Operator Chair - VDU Chair no arms high back

4 Coffee Table 600L x 600W x 400H mm

12 Easy Chairs - upholstered no arms, 600W x 600D x 410H mm

2 Four Drawer Filing Cabinet 458W x 622D x 1320H mm5 Coat & bag storage - 20 slots 1250H x 400D x 300W mm (4 Slots in each)

1 Pinboard to wall 400 - 500mm high, fabric covered pinboard


26 Single sided book shelves - 1200mm high

1 Magazine Rack

2 Spinners



6th Form Study











Student Common Room


1 Breakfast bar benching 600D x 850H mm

1 Electric Cooker - Four Ring

1 Microwave

1 Fridge

4 Stools Student 620mm high with back


24 Upholstered Stacking chairs 4 legged1 Round table 710h x 700mm Diameter

3 Hard type Floor Cushions

1 A1 Plan chest - mobile Wood 6 Drawer 1000L x 700W x710H mm

1 Full height Deep Tray unit 18 deep trays 1800H x 1055W x 420D mm

1 Bookcase - 900W x 300D x 1500H mm




1 Large swing bin - 45 Litre - Plastic



1 Triple Screen - 1.8m x 1.2m Triple Screen


46/69

2 Coat & Bag Storage - 8 slots 1250H x 400D x 300W mm (4 Slots in each)




Tutorial Rooms

1 Clock - 12" Diameter, Battery Operated1 Wastebin - Plastic - 14 litre




2 Four Drawer Filing Cabinet 458W x 622D x 1320H


Resource Rooms

12 Stacking Chairs Polyprop - 430mm high





1 Tall Locking Storage Cupboard - Metal Two Door 1830H x 458D x 915W

1 Full Height Tray Unit - 18 trays 1800H x 1055W x 420D mm

1 Full Height Tray Unit - 27 trays 1800H x 1055W x 420D mm




1 Whiteboard - 1200 x 1200mm6 Coat Hooks Double on backing board



Resource Areas

1 Tamperproof Display Board

Pinboard to wall - 400 - 500mm high - fabric covered pinboard to fit available wall space

Speech Therapy1 Teachers Table with locking drawers 1200L x 800W x 710H mm

1 Teachers Chair - VDU Chair no arms high back




8 Stacking Chairs - Polyprop Chair - 430mm high

6 Easy Chairs - upholstered no arms







47/69




Medical Room

1 Folding Bed 1850L x 800W mm2 Stacking Chairs - Polyprop - 430mm high


1 Screen Folding floor standing

1 Tall Locking Storage Cupboard 1830H x 458D x 915W mm

1 Four Drawer Filing Cabinet - 458W x 622D x 1320H

1 Fridge with Freezer Box - 4.9cu.ft

1 Eyewash Station - Wall Mounted


1 Hand Dryer

1 Evac Chair

1 High Shelf




Head Teachers Office

1 Managers Chair - high back swivel chair, 5 star base, height adjustable, upholstered

2 Upholstered Stacking chairs - 4 legged

4 Easy Chairs - upholstered no arms

1 Coffee Table 600L x 600W x 400H mm1 Clock - 12" Diameter, Battery Operated


1 Tambour Cupboards 951W x 532D x 1100H mm



1 Whiteboard 1200 x 900mm

Head of Unit Offices

1 Desk with locking drawers 1600L x 800W x 710H mm

1 Upholstered Stacking chairs - 4 legged1 Round table 710H x 700mm Diameter

4 Upholstered Stacking chairs - 4 legged

2 Easy Chairs upholstered no arms


1 Coffee table 600L x 600W x 400H mm




1 Tall locking storage cupboard - Metal Two Door - 458D x 915W x 1830H mm



48/69

Offices

1 Desk with locking drawers 1600L x 800W x 710H mm

1 High Back Operator Chair VDU Chair no arms high back




Height Adjustable Shelves 25mm, 4 Tier 300mm deep shelving with bracketsPinboard to wall - 400 - 500mm high, fabric covered pinboard to fit available wall space

1 Upholstered Stacking Chair

1 Table 1200L x 600W x 710H mm


1 Safe (possibly Bursars Office)

1 Key Cupboard (possibly Bursars Office)

Staff Room


1 Fridge No Freezer Box, 4.9cu.ft

1 Dishwasher - 12 Place Dishwasher

1 Microwave

1 Bookcase 900W x 300D x 1500H mm

75-100 Easy Chairs upholstered no arms




10 Pigeon Holes - 100

50 Coat Hooks, Double on backing board

2 Swing Bins1 Whiteboard - 1200 x 1200mm

Staff Workrooms




1 High Shelf 25mm, 1 Tier 300mm deep spur shelving with adjustable brackets



3 Wastebin - Plastic - 14 litre6 Upholstered Stacking chairs - 4 legged stacking chair

Meeting or Conference Room

1 Meeting table - to seat 12

12 Meeting Chairs - Upholstered



1 Low Level Cupboard 1000W x 500D x 710H mm

1 Bookcase 900W x 300D x 1200H mm




49/69

1 Tamperproof Display boards

Reprographics Room



1 Wastebin - Plastic - 14 litre1 Bench to one wall 600D x 850H mm


1 High Level Shelving - 2 x height adjustable - 25mm, 1 Tier 400mm deep spur with

adjustable brackets

1 Vertical dividers for shelves adjustable

Server/Technicians Room

1 Table 1500L x 750W x 850H mm

1 Draughtsman Chair - High Back, Height Adjustable, 5 Star base with footring




Reception

Crescent Desk or similar with locking drawers 1600L x 1200W x 800H mm

1 Return table 4800L x 600W x 800H mm


2 High Back Operator Chair - VDU Chair no arms high back

2 Four Drawer Filing Cabinet 458W x 622D x 1320H mm2 Tall Locking Storage Cupboard Metal Two Door 1830H x 458D x 915W mm

1 Box File Cupboard - Metal Two Door 1830H x 458D x 915W mm



1 Key Cabinet - 20 keys wall mounted

1 Pinboard to wall to fit wall space1 Register Shelves - Foyer - 40 open slots 800H x 740W x 300D mm

Waiting area

1 Coffee Table 600L x 600W x 400H mm4 Easy Chairs - upholstered no arms




50/69

Entrance Lobby

Tamperproof Display boards

Pinboard to Wall - 400 - 500mm high, fabric covered pinboard

Trophy Cabinet

Stores Standard


Stationery Store

Four Drawer Filing Cabinet - 458W x 622D x 1320H mm

Height Adjustable Shelves - 25mm, 4 Tier 400mm deep shelving with brackets

Exam Store

1 Exam Security Cupboard - Metal Two door double locking 1830H x 458D x 915W mm

WCs

1 Hand Dryers to suit No. of Toilets

1 Toilet Roll Dispenser to suit No. of Toilets

1 Soap Dispensers to suit No. of Toilets

1 Mirror to wall to suit No. of Toilets

1 Personal Hygiene Dispenser If Female Toilets Minimum one per female block.

Disabled Shower/WCs

1 Hand Dryers to suit No. of Toilets1 Toilet Roll Dispenser to suit No. of Toilets

1 Soap Dispenser to suit No. of Toilets

1 Mirror to wall to suit toilet

1 Personal Hygiene Dispenser If Female Toilets - appropriate No. for Female Toilets

1 Shower Curtain

Cleaner Cupboards

1 Cleaners Sink

1 Shelves

Corridors

Tamperproof Display Boards

Pinboard to wall - 400 - 500mm high, fabric covered pinboard

External

6 External Litter Bins Fixed to floor 90 Litre Capacity


51/69

A p p e n d i x I

ICT in Secondary School


52/69

Objective

Provide advice and guidance to project managers and consultants on aspects of

ICT in the design of Secondary Schools in Kent.

Date: 25th

January 2006

Peter Banbury, ICT Projects Officer, The EIS Centre, Oxford Road, Maidstone, Kent ME15

8AW Tel No. 01622 683708

Chris Shaw, Network Development Manager, The EIS Centre (as above)

Alan Day, Snr Policy Officer (Digital Curriculum) Sessions House, Maidstone Kent ME14

1XQ


53/69

CONTENTS

Introduction

Purpose of Design BriefPrinciples

1.0 From Vision to Reality

Main Output Documents

2.0 Key Considerations

3.0 General Guidance

4.0 School Specialism

5.0 System Architecture

6.0 System Integration

7.0 Operational Considerations

8.0 Classroom ICT Environments

References


54/69

1

Introduction

Purpose of Design Brief

To provide guidance for project managers and consultants on aspects of ICT that needs to

be considered when building or refurbishing secondary schools.

Principles

The design of ICT systems must follow institutional and educational functionalrequirements not dictate them. The requirements of educators and learners are paramount.

School leaders, educators and managers require advice and guidance to interpret what isfeasible within technical and budget constraints during the life-cycle of a major project, andthe potential benefits to teaching and learning.

The purpose of this design brief is to provide guidance on the drafting of a detailed

functional specification from the schools educational vision and ICT vision.

A detailed technical specification and appendix schedules will be drafted from thefunctional specification.

Many of the concepts in this Design Brief have been drawn from the KCC Education andLibraries Directorate Secondary Strategy1.

This is a working document and will be revised2 as issues are raised by schools and fromBuilding Schools for the Future (BSF)3 and other projects.


55/69

2

1.0 From Vision to Reality

The ICT infrastructure in a new school, refurbishment or extension is a substantial financialinvestment. Currently the guidance for BSF is that 10% of a new-build budget is typicallyallocated to ICT. Strategies are required to ensure best value and that the resulting systemdelivers the schools requirements. There are requirements under European Union law thatcompetition and openness are observed. The following stages in design and procurement aretypical and each requires the right approach and type of documentation.

Main Output Documents

1.1 ICT Vision Defines the role that ICT will play in delivering and supporting the schoolsvision for learning, management and administration. It should examine the key functionsthat the school will perform and sets out the role that ICT will play in transforming andsupporting each of these. It may form part of a larger vision of how the schoolenvironment as a whole will empower and motivate students and staff. It should focus onthe needs of the schools learners and educators, whether as students or as part of thewider community.

1.2 Functional Specification - The purpose of the Functional Specification is to develop amore detailed statement of the functionality and outputs that will be required of the ICTsystem, in order that a Technical ICT Specialist may develop these into a ContractSpecification. Keeping the requirements in functional terms, rather than technical terms,ensures that educationalists, managers and administrators are able to define what theywant from the system in their own terms. These should be based on Becta Standarddocuments

4.

1.3 Technical Specification - an interpretation of the requirements of the FunctionalSpecification prepared by the Educational ICT Specialist, and the production of a detailedschedule of equipment, infrastructure and services required. Where a specific technology

is suggested, e.g. wireless networking, it will often be necessary to specify standardsand/or other details. e.g. that encryption is used, or the number of workstations on onechannel. A technical specification is complex to write and requires specific expertise, butprovides a basis on which to monitor delivery to ensure adequate services are provided.

1.4 Operational Requirement for Procurement - The requirements of European law withrespect to procurement must be met where the purchase exceeds 200k. A Europeanprocurement through the Journal (OJEU) may be required, or an appropriate existingprocurement or framework contract may be used.

1.5 Contract - Once the prime contractor has been selected, a contract can be drafted basedon the functional and technical requirements incorporated in the procurement operationalrequirement. This stage is vital as the firm will supply against this contract, not against

what the schools might later wish it had asked for in the light of experience. Changes willbe subject to a change request process.

1.6 The SEGfL document Broadband Best Value covers procurement of broadband forschools and has sections relevant to networking procurement. (www.segfl.org.uk)
http://www.segfl.org.uk/http://www.segfl.org.uk/http://www.segfl.org.uk/


56/69

3

2.0 Key Considerations

This section provides a concise outline of the key information required in

Secondary School Design Brief June 06

Documents

Transcript of Secondary School Design Brief June 06