Search

This bulletin discusses how to accommodate pupils with special educational needs and disabilities in mainstream schools, presents issues concerning physical access, and addresses how to meet the design needs of pupils with sensory, learning, and emotional and behavioral difficulties. Practical recommendations are included along with five case studies that demonstrate how becoming more inclusive can bring benefits to the lives of all pupils who study, rest, and play in mainstream schools. Different forms of practical provision, from whole school issues to the detail of furnishings, equipment, and auxiliary aids, are also examined. A list of additional information sources is included. (GR)

This document offers advice on the processes that should be followed when schools in the United Kingdom buy their furniture and equipment (F&E). Sections 1 and 2 examine the first steps, prior to purchasing, such as curriculum analysis and market exploration; and sections 3 and 4 explore the importance of creating a clear specification for F&E, both to ensure that a school gets what it wants and that it achieves value for the money. The way in which the money can be organized into categories to ensure a balanced budget is also considered, as is the need to take a whole school approach to F&E. Section 5 analyzes the types of suppliers schools may use to purchase F&E and the criteria that should be used to choose the most appropriate route. It also features a flow chart to give schools a clearly set out route for choosing the most appropriate supplier for their situation. Appendices contain detailed F&E issues such as size, quality, and aesthetics; some F&E project case studies; and references to publications and Internet sites where information can be found on highly detailed subjects such as worktop specification. (GR)

This booklet discusses how United Kingdom schools can manage fire safety and minimize the risk of fire. The guide examines what legislation school buildings must comply with and covers the major risks. It also describes training and evacuation procedures and provides guidance on fire precautions, alarm systems, fire fighting equipment, and escape routes. Checklists are also provided on security risk assessment and fire safety, and hazard and fire precaution. (Contains 22 references.) (GR)

This document offers school design guidance for accommodating the needs for teaching modern foreign languages (MFLs) in secondary education. Section 1 outlines the range of spaces in a typical MFL suite and describes how to calculate the number of timetabled spaces required. It includes guidance on planning the suite and what to consider if there is to be community use. Section 2 describes the teaching and non-teaching spaces that might be found in the MFL suite. It gives guidance on the size and shape of spaces and shows typical furniture layouts. Section 3 describes typical MFL equipment and how it can be used most effectively. It also provides guidance on choosing and using furniture. Section 4 outlines the process of setting up and implementing a building project, from briefing to on-site construction. Section 5 presents case studies showing the issues covered in the rest of the document applied to real school projects. Appendices contain a glossary of terms and a 17-item bibliography. (GR)

England's Department for Education and Employment provides construction standards with regard to access to school buildings for people with disabilities. This bulletin gives supplementary nonstatutory guidance for school governors and commissioning bodies, seeking to promote a general understanding of the issues and providing guidelines for the briefing process, and providing technical advice for building designers to augment the provisions of the Building Regulations for English schools. It summarizes the provisions within the Disability Discrimination Act 1995, addresses the process of the audit and the purpose and structure of the report created from it, explores meeting Construction Standards criteria and the building management issues involved, and considers issues surrounding the interaction of requirements for safety, security, and accessibility. Appendices illustrate the Accessibility Audit checklist for carrying out an audit survey, cross referenced to design guidance, and references and sources of information. (Contains 25 references.) (GR)

The aim of good lighting is to not only provide proper illumination for building users to perform their allotted tasks, but also to pleasantly enhance the indoor environment. This document guides architects and engineers through the process of lighting design in the context of the recommended constructional standards for schools and the various types of spaces and activities found in schools. It identifies the determining factors of good lighting design as architectural integration, task and activity lighting, visual amenity, cost, maintenance, and energy efficiency. Further, it describes the calculation methods and design tools that can be used at the early stages of a project and shows, using theory and examples, how to achieve a synthesis between daylight and electric light. Appendices present school premises regulations and Department for Education and Employment Constructional Standards for new school buildings, information on lighting and health, and details concerning various lamps, controlling gear, luminary performance ranges, lighting controls, disposal of used lamps, and examples of lighting design strategies. A glossary concludes the book. (Contains 35 references.) (GR)

This document offers guidance in the accommodation needs for teaching the sciences in secondary education, either through new construction or the adaptation of existing buildings. Section 1 outlines the range of spaces usually required and examines planning options in new and adapted departments. Section 2 describes the planning of an individual laboratory, covering services distribution, servicing systems, and room layouts. A number of furnished plans are illustrated. Section 3 provides guidance on the teaching and non-teaching spaces supporting the laboratories. Section 4 covers items used in the laboratory and preparation room. Section 5 gives general guidance on services in the science department. Information on appropriate flooring is also included. Section 6 describes adaptation studies in three existing schools, based on the guidance in other sections. Section 7 provides general building cost guidance as well as more detailed information on the cost of servicing systems and fume cupboards. A cost analysis of two adaptation studies are included. Appendices contain a checklist, 42-item bibliography, and glossary of terms. (GR)

Schools vary in the way they choose to deliver their art curriculum, and this affects their accommodation needs. This document provides guidance on accommodation for art and design in secondary schools, concentrating on the needs of 11- to 16-year-old pupils. (No specific advice on the specific needs of special education students is provided.) Section 1 outlines the range of teaching and non-teaching spaces likely to be required and key planning issues. Section 2 describes each teaching and non-teaching space and illustrates furnished plans of typical spaces. Section 3 provides guidance on a typical range of furniture and suggests ways of using this to establish a flexible environment. Section 4 summarizes the main regulations, providing a reference for further reading and guidance on the lighting of art rooms. Section 5 describes new and adapted art departments in four existing schools. Finally, Section 6 covers general cost issues and includes a case study cost analysis. Appendices include a checklist and glossary. (Contains 29 references.) (GR)

Regulations require hazardous gases in school science classrooms to be controlled, i.e., their levels in the air kept below the exposure limits, with fume cupboards being the most usual method. This document reviews the requirements for fume cupboards used in schools and colleges for teaching the sciences, mainly chemistry and biology, up to A-level GCE. It covers the level of provision that is desirable to meet curriculum needs and makes recommendations for good practice in the design, specification, and installation of fume cupboards and their related extraction systems. Also addressed is the commissioning and monitoring of fume cupboard systems and the repairing and upgrading of existing fume cupboards. Appendices include a description of how a fume cupboards works, the monitoring and commissioning tests and report forms, commissioning schedules, and the exposure limits and calculation of gas levels in laboratories. Appendices also provide a list of substances which, in the quantities usual in school experiments, can be released safely in a fume cupboard meeting the recommendations outlined in this document. A glossary of terms concludes the document. (GR)

This booklet examines the purchasing choices which will be available with the introduction of full competition for all electricity and gas supplies in the United Kingdom, giving schools the chance to make significant savings on energy costs. The guide offers detailed purchasing information on such topics as tariff structures, contract energy management, the types of contract energy management available, and transportation charges. The central role of energy management is stressed, and the accounting procedures and tools required to maximize savings are described. (GR)

Both existing and new English school premises are required by law to comply with minimum construction standards published by the Department for Education and Employment. This building bulletin provides practical guidance on meeting these standards covering acoustics, lighting, heating and thermal performance, ventilation, water supplies, and energy consumption. Target bands are also given for energy consumption in terms of the carbon dioxide produced. References to more detailed standards and sources of further information are given at the end of each section. A concluding section provides a recommended construction standards summary sheet. (GR)

Limited financial resources and increasing pressures of competing claims on school outdoor grounds have created the need for greater quality enhancement of these areas to ensure they are used efficiently. This document addresses the issues and principles affecting school grounds, provides an analysis of the benefits of using and developing these areas, and outlines the processes necessary for successful school ground management as advocated by Learning through Landscapes. Chapters examine why ground surveying is important; how the National Curriculum provides a framework for the need to teach in the outdoor classroom; and why schools should develop a clear justification for their management of breaks and lunch times, as well as the special nature of this experience and its connection with student behavior. Additionally explored are recent research on the hidden curriculum and how school ground design influences behavior, different options and their contractual arrangements for school ground maintenance, and resources for planning grounds changes. It discusses the importance of the process of developing school grounds and of student involvement. Concluding sections offer reference material that includes information for school site and zone development, sports facilities, maintenance scheduling, key staff responsibilities, and a list of informational sources. Contains an index. (GR)

This document provides guidance on accommodations in secondary schools, concentrating on the needs of 11- to 16-year-old pupils. The guidance is intended to assist all those who may be involved in the briefing and design process. It discusses the issues that arise when considering both new and existing accommodations. The document covers the range of teaching and non-teaching spaces likely to be required, and gives guidance on planning a suite of spaces with reference to the acoustic environment. It also describes the size, shape, and planning of teaching and non-teaching spaces; gives advice on furniture used in each type of space; provides a brief guide to the mechanical and electrical servicing requirements for music spaces; and outlines some of the key points of environment design. Concluding sections provide case studies showing the application of this guidance to existing schools and general cost information and analysis using one of the case studies. Appendices include a checklist of design considerations and two glossaries. (Contains 24 references.) (GR)

This bulletin contains on-statutory guidance describing good practice and its implications for boarding accommodation to assist those responsible for briefing and designing boarding accommodations across all school sectors. It offers practical advice and illustrates examples that reflect changes in provision which are thought to be acceptable and appropriate. Issues include the growing concern about children's welfare, both pastorally and physically; trends toward a more home-like environment including semi-private spaces that each child can personalize; and the changing population in special schools for which many buildings no longer make adequate provision. The concluding section presents a check list for briefing and designing boarding accommodations that include specifics on site planning, boarding house organization, main and ancillary accommodations, special educational needs, furnishings and fittings, environmental design, and health and safety. (Contains 31 references.) (GR)

Schools have been faced with design and technology changes over the past few years, raising issues when planners consider both new and existing school accommodations. This document illustrates typical design examples and suggests an approach which individual schools can use to assess their own design and technology accommodation requirements. Section 1 gives a guide to the number, type, and size of teaching spaces that are likely to be required, and describes the range of non-teaching support spaces, outlining key points to consider when planning the overall suite of spaces. Section 2 goes into more detail about the size and planning of individual spaces and includes furnished layouts of typical specialist rooms. Section 3 provides detailed information on both teaching and non-teaching support spaces. Section 4 offers advice on the most typical furniture used in design and technology spaces. Section 5 describes typical workshop equipment and guidance on their accommodation needs. Section 6 outlines key points about servicing design and technology spaces and provides references to more detailed information. Section 7 includes case studies involving design exercises and actual building projects illustrating new and adapted accommodation for design and technology. Section 8 includes general cost advice on buildings, furniture, and equipment and gives general cost breakdown of two school adaptations. Appendices include guidance on the distances normally allowed around workbenches and machines, the main points of the Health and Safety law, a check list, and a glossary. (Contains 40 references.) (GR)

This bulletin provides non-statutory guidance on the provision of teaching and non-teaching accommodation for nursery, primary, and secondary pupils, as well as school grounds. It is directed at the early stages of school projects when strategic decisions must be made about the buildings and site. It follows the steps that designers and school planners can take to identify the appropriate areas for all mainstream schools. Section 1 identifies the approximate overall areas for the school buildings with the idea of helping to reduce the economic drain on school budgets. Section 2 helps to establish the number and types of teaching spaces needed to support particular curriculum or staffing models. Sections 3 and 4 provide more detailed information on the individual spaces required. Section 5 deals with the site area and layout, and provides help in choosing a site, in locating a new building or extension, and in planning a layout of the main eternal features. Appendices provide examples of schedules of accommodation from primary through secondary schools, together with a discussion of the options for each school; and a summary for the area formulae for various types of schools. A glossary is included. (Contains 57 references.) (GR)

Responding to the need for users of schools to use their buildings in a way that creates a better internal environment for children and reduces harm to the environment, this document lists the environmental issues that need to be addressed and the corrective recommendations that designers and administrators can apply. Environmental issues cover such areas as sources of noxious fumes, water and air quality, lead-free paint, recycling and waste disposal, ventilation, lighting, energy management, and legionnaires' disease. The choices made in new school design will have a considerable effect on the environment for the life of the building. Existing school buildings will remain in use for many years to come, so it is imperative that they are as benign to the environment as possible. Fortunately, many steps exist to address both these situations. An appendix provides carbon dioxide rating calculations for new and existing schools. A list of non-governmental organizations involved in environmental health, and an environmental assessment summary sheet conclude the booklet. (GR)

This guide offers information on how schools can implement an energy saving action plan to reduce their energy costs. Various low-cost energy-saving measures are recommended covering heating levels and heating systems, electricity demand reduction and lighting, ventilation, hot water usage, and swimming pool energy management. Additional recommendations on maintenance solutions to preventing energy waste are highlighted as are advice on education and training, and energy conservation when subletting school facilities. A management action plan checklist is included. (GR)

This guide examines typical water costs for schools and points out financial and environmental benefits of using water economically. The guide explains the make-up of a typical water bill, including standing charges and sewerage rates. Ways of saving water are described, including use of self-closing and spray taps and urinal flush controllers. A school water management checklist and background information on the water legislation are also provided. (GR)

This guide for schools with swimming pools offers advice concerning appropriate training for pool managers, the importance of water quality and testing, safety in the handling of chemicals, maintenance and cleaning requirements, pool security, and health concerns. The guide covers both indoor and outdoor pools, explains some technical terms, provides a range of desirable pool temperatures, and includes a swimming pool management checklist. (GR)

This document provides guidance on the overall electrical services and maintenance strategy in educational facilities, the individual components of which are considered in the following sections: record documentation and systems; inspection and testing; condition appraisal; maintenance requirements; and maintenance works procedures. Other sections include discussions on electrical requirements for particular uses, community use, spare capacity, and tasks for school staff. Many specific types of electrical services are considered and their planned maintenance requirements are dealt with in the appendices. (Contains 30 references, 19 figures, and 15 tables.) (GR)

The legal requirement that special needs students have access to a balanced and broadly based curriculum carries implications for accommodation in special schools. This document offers advice and guidance on the provision of accommodation which takes account of the special educational needs of the pupils, and also explains those factors relating to premises which are taken into consideration by the Secretary of State when approving the arrangements. It is intended for those involved in preparation of the briefs and designs for new buildings; and for reorganizing, adapting, and extending existing special and ordinary school buildings for pupils with special educational needs. Chapters examine general as well as special requirements for schools catering to particular special needs groups, as well as other accommodations such as medical facilities, technicians' rooms, staff accommodation, and parents' facilities. Also examined are general considerations involving school location, environmental services, communication and electrical systems, and safety. Finally, area requirements are detailed for teaching spaces and teaching area tables based on those observed to meet curricular and other requirements in practice. A glossary is provided. (Contains 20 references.) (GR)

Six City Technology Colleges (CTCs) were all site selected, built, and opened in under 2 years without being compromised by expense or loss of quality. This document examines this "fast-track" method of building projects using case studies of each school that illustrate the CTC concept and process. The CTC initiative is described including discussions of its funding and ethos, educational characteristics and objectives, curriculum framework, building objectives, and project management concepts. The case studies explore the different forms of building contracts used (management forms, design and build, and measured term), furniture procurement methods, the school design development that supported the educational objectives, the inclusion of technology that met or exceeded the minimum requirements for technology and science, and the creation of a learning environment that supported cross curricular activity with increasing use of technology throughout the curriculum. Each case study includes floor plans and photographs. (GR)

With little or relatively modest investment, schools being refurbished or undergoing maintenance can make disproportionately large gains in energy efficiency that can also result in large financial savings. This document offers guidance on the selection of appropriate measures that can improve a facility's energy efficiency, depending on the type of building, method of construction, and physical condition of the facility. It provides technical descriptions of the most commonly used measures, followed by examples of a combination of measures as applied to older, heavily constructed buildings and more recently built schools. It describes proven energy efficiency measures undertaken during school refurbishment along with case studies that illustrate the effectiveness of these measures. The case studies include details on economic performance together with descriptions of other benefits not readily expressed in monetary terms, such as improved comfort. Appendices present a description of the measures of economic performance and definition of financial terms, and discuss the creation of "user manuals" by the design team that can guide users in the physical operations of the building and its maintenance. A glossary is provided. (Contains 58 references.) (GR)

Recent years have shown an increase in arson, theft, and vandalism committed in educational facilities resulting in a need for managers to formulate security policies. This document provides technical advice and guidance on policy for the design, specification, installation, maintenance, operation, and management of closed circuit TV (CCTV) systems in all types of educational facilities. It also includes case studies and gives elemental costs which allow estimates to be made. The appendix examines CCTV system hardware, including cameras and lenses, monitors, cabling and wiring, and types of video recorders. (GR)

Greater use of expensive equipment by schools has also increased the potential for vandalism and theft, giving an increased role to intruder alarm systems. This document provides guidance on the management and technical aspects of forming policies for installing and operating intruder alarm systems in educational buildings. Also provided are examples of good practice based on case studies. Appendices, comprising the bulk of the document, contain technical details of intruder alarm systems, including detection devices, auxiliary equipment, wire-free intruder alarm systems and portable alarms, intruder alarm system control panels, local audible and remote signaling alarms, and central monitoring stations. A glossary is also provided. (GR)