modern methods of construction

Schools

VOLUMETRICPROJECTS01KIT OF PARTS02TEMPLATE DESIGN03PRE–FABRICATED TIMBER FRAME04CLIENT FEEDBACK05

Contents

IntroductionOn a day-to-day basis, Atkins’ multidisciplinary teams are working on large and small scale projects with many schools. Our tasks span the full range of development stages, from visioning and masterplanning, through to programme completion and ongoing framework management.

Despite the challenges presented by a tough financial climate, we never forget the importance of having quality places for young people to learn and for teachers to teach.

Atkins has been at the forefront of the development of sophisticated and intelligent off-site school designs. We have worked with a number of private and public bodies to explore how design and construction can be streamlined to maximise the value from education budgets.

We have developed an approach promoting more compact, regular and efficient schools, utilising tried and tested solutions to certain elements consistent across schools, whilst also focusing on educational priorities, each school’s unique identity

and character, as well as the particular qualities and constraints of their site.

Fundamental to this approach is the role of good design matched with intelligent, cost effective construction. Good design creates a strong sense of purpose and can generate the necessary momentum and enthusiasm needed to see a project through to a successful and rewarding conclusion.

Our work is diverse, just as the demands of our clients are unique. We approach every new project with the intention of creating vibrant, bespoke design solutions which work for everyone.

From the outset we listen and respond to client priorities, ambitions, constraints and concerns. By getting close to the issues that shape the brief, we develop design proposals that satisfy what are often complex and unique demands.

We enjoy working collaboratively, respecting client preferences in terms of managing the design process,and encourage as much dialogue as possible with stakeholder groups.

Our aim is to facilitate consensus of agreement by being creative, flexible, objective and helping to resolve challenges with pragmatic design-based solutions.

This brochure is intended to illustrate how bespoke models of school design can be transformed to take advantage of the economic, environmental and structural benefits of proven off-site construction techniques. It is also intended to demonstrate the process and value of schools, commissioners, educationalists, designers and constructors collaborating to deliver thoughtful solutions.

Atkins takes a totally integrated approach to school design. Fire engineering, acoustics, lighting, ventilation, overheating risk and energy efficiency are considered throughout the design process. Our recent work for the ESFA on updating the Generic Design Brief and Building Bulletins means we have a thorough understanding of their standards. We are applying this knowledge the PSBP2 as Technical Advisers on schools,

including projects procured though the ESFA Modular Framework.

Our suite of digital design tools and Building Information Modelling (BIM) enables information to be provided in the format required for off-site fabrication, including external walls, internal finishes and MEP modules. Design for Manufacture and Assembly (DfMA) has transformed the way the fabric and structure of school buildings are produced. Similarly, Design for Procurement and Installation (DfPI) has streamlined the production of coordinated MEP engineering systems in schools.

We bring our experience of the whole construction process to modern methods of construction. We understand the need for early design coordination and the constraints of road haulage and craneage onsite. Our solutions exploit the opportunities for modern methods of construction for school buildings, while creating inspiring teaching and learning environments.

1. VOLUMETRIC PROJECTSConstruction involves the fabrication and assembly of highly finished room size or part room size modules in

a controlled factory environment, which are then transported to and assembled at the building’s final location. The modules are joined together both in terms of their structure and their servicing solutions,

resulting in a highly co-ordinated product. Volumetric solutions drastically reduce the construction period resulting in considerable savings in project finance, whilst improving health and safety standards and

exposure to risk during construction.

VolumetricThere are many advantages of volumetric construction and it has the benefit of being the fastest construction method available.

The flexibility of the approach also means it can fit a vast array of brief requirements and deal with very challenging sites.

This Design for Manufacture and Assembly approach secures the benefits of standardisation without detracting from the uniqueness that each project demands. It has the flexibility of a ‘kit of parts’ and the freedom to allow excellent design solutions without the limitations of a template school.

Volumetric modular buildings bring future flexibility as standard, which enables you to extend vertically or horizontally at any time in the future, and the internal construction means reconfiguring space is straightforward. Traditional framed buildings can have diagonal bracing which restrict future extensions. Volumetric solutions are a series of volumetric bays (slices of a building) that when combined, form a holistic structure without the need for bracing in areas most likely to require future expansion. We recognise that school intake is likely to fluctuate significantly and the schools we construct now may need to be very different in the future for local authorities and school end users.

They also harness the benefits of manufacturing sub-assembly, allowing the main structure of the building to be constructed concurrently with the substructure works. Combine this significant period gain with the efficiency of manufacturing a building in a factory where materials and plant are stocked continually and used by a workforce protected from the elements and we believe that these solutions fully harnesses the true potential of off-site manufacture. We understand how important it is to our clients that their project is delivered to budget and that you need the certainty that this is achievable as early in the development process as possible.

Manufacturing off-site using volumetric modules brings a number of commercial benefits such as a typical 50% reduction of on-site works, leading to less time-related preliminary costs for the project.

Constructing in a factory environment ensures efficient working through repetition and the elimination of traditional disruptions such as weather. It also means that waste is limited by

maximising the reuse of materials through storage as opposed to the disposal of excess waste that can occur in traditional construction. These efficiencies can result in lower tender prices and provide a greater certainty of outcome by reducing traditional construction commercial risk.

The flexibility of a modular approach can be linked to traditional construction via a hybrid approach. Large span spaces can be formed and modules used to clad the forms giving rise to a variety of spaces, still maximising the benefits of off site construction techniques.

Module Design and Assembly

Module Manipulation Forming Spaces Volumetric Construction – Lime Tree Primary School

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The brief called for the existing post-war building to be demolished, saving the hall and administration areas, with a new build 1,638m² extension containing classrooms, circulation areas, courtyards, a nursery, media room, library and dining room. This, however, tells only half the story.

Alongside these spatial requirements, there was a strong desire to capture the special ethos of the school which, as a designated ‘National Support School’, continually looks forward in its educational thinking. Furthermore, its status as a ‘forest school’ called for a design which imagined the new development as a ‘forest’, with buildings and landscape combining to create a rich and varied environment to explore and cultivate.

The design concept responded to the school’s unique role in a very direct and visible way.

Atkins’ design proposals explored how the relationship of the buildings to outside space could be exploited to maximise access and integration of the activities with the surrounding landscape.

The solution provides a stimulating learning environment through a series of intimate pavilions, placed within a nurturing landscape, connected by a network of sheltered external routes and ‘forest clearings’ that define a rich variety of spaces : market gardens, outdoor classrooms as well as places to eat, play and learn.

Architecturally, the elevational treatment strongly links the pavilions to give the impression of one solid form – that of a forest. This elevation is clad in durable coloured panels that resemble the play of light on leaves through the existing tree canopy around the site perimeter. This aesthetic is further enhanced by the use of real tree trunk columns to support the overhanging roof and branch-like timber brise soleil.

An allowance for future expansion was built-in with an extension of services and utilities and an ability to easily add four or eight classrooms with the stand-alone pavilion strategy.

Client: Trafford Borough Council

Value: £3.75m

Status: Complete (17 weeks build on site)

Services Provided

> Architecture> Structural Engineering> MEP Engineering> Building Physics> Lighting Consultants

Lime Tree Primary SchoolTrafford, UK

PRIMARY SCHOOL

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Lime Tree Primary School

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Dean Trust Ardwick Secondary SchoolManchester, UK

Neighbouring school capacities dictated that a new 1200 place secondary school was required to be opened in the Ardwick and Longsight area ready for the September 2016 academic year.

Based on discussions with volumetric building contractors, it was considered feasible to open a new 1200 place by September 2016. The project is operated on a fast track programme allowing only 18 months from a blank piece of paper through to building completion and occupation.

The new school is built on a complex and constrained site to the east of Manchester City Centre. Two existing and populated buildings were on the site, a 4 storey former textile mill housing Manchester City Council Services and a 1970’s CLASP school, currently in operation as Pupil Referral Unit, both requiring demolition after relocation of the occupants and removal of controlled asbestos.

In order to accommodate the fast track programme, the school was built primarily using volumetric construction for the majority of teaching areas and traditional construction for larger volumes such as the dining hall, main hall and sports hall etc. Following preliminary foundations and steelwork erection for traditional areas,the volumetric units were delivered to site in a carefully controlled manner, rapidly building up the superstructure and main volumes of the building. A hybrid approach. At this point, final external cladding work commenced whilst internally, final services connections, surface finishes and

fit out progressed. The use of volumetric construction contributed greatly to construction accuracy and waste minimisation.

The project achieved a planning application ready design, together with all associated supporting document and reports in less than 8 weeks from confirmation of project brief. This very challenging project, completed on September 2016 for the new 2016 academic year.

EfficienciesDean Trust Ardwick used Select technology, a Design for Manufacture and Assembly (DfMA) solution with modular units constructed offsite. With Select, Dean Trust Ardwick was built in less than 12 months, with less waste and disruption for students and teachers.

Client: Manchester City Council

Value: £25m

Status: Complete

Services Provided

> Architecture> Landscape Design> Civil Engineering> Ecology> Environmental Planning

SECONDARY SCHOOL

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St. Johns School is a new 1FE Primary School in Salford, which was designed, constructed and occupied in 12 months, due to a unique hybrid approach to construction harnessing both traditional building methods with off-site volumetric construction.

Atkins and Select Building Solutions were commissioned by Salford City Council to build a 1FE primary school on the site of the former Oakwood SEN School.

Fundamental for the end user was to create a flexible learning environment that embraced a ‘natural’ approach to the design, incorporating natural ventilation and natural lighting solutions to enhance the learning experience. This flexibility allows the school to adapt and deliver the curriculum in a variety of different learning styles, unimpeded by the building layout and provides a safe and secure environment.

Classrooms are arranged in pairs around shared toilet and cloakroom provision. The large central ‘learning street’ facilitates independent learning such as a library, ICT and specialist

teaching. The main hall opens up to link with the ‘learning street’, so that the whole school can be used as a large changeable space, offering flexible teaching spaces during the day and usable community space for out of school hours. External and internal finishes, including colours have been selected to suit locations and demand and provide each teaching space with a local identity and character.

Client: Salford City Council

Value: £2.4m

Status: Complete

Services Provided

> Architecture> Structural Engineering> MEP Engineering> Building Physics

PRIMARY SCHOOL

St John’s Primary SchoolSalford, UK

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St Luke’s C of E Primary School is a well-established two form entry primary school in Salford, Greater Manchester. The school was built in just 10 months using a hybrid construction technique to combine speed with impressive architectural features such as a 5m seemingly floating entrance canopy. Due to a demographic increase, the two-form entry primary school was required to be designed and delivered in just 10 months. In addition to the challenging time-scale there was also a strong desire for future expansion and community use.

The Grade II listed Buile Hill Park is situated directly opposite to the site and required special attention. Due to the schools’ proximity to a Grade II listed building, the team used a sensitive, simple palette of materials in various ways to create design and functional features. Picture frame windows break the elevational rhythm to capture key views of the surrounding landscape, while way-finding is prevalent, with changes in materials or colour representing entrances or key routes.

Key benefits of the design include a central ‘learning street’ allowing for the throughput of air flow across teaching spaces,

utilising openable windows and roof lights. ‘Learning wings’ branch off the central hub and careful planning ensured minimal disruption during expansion and the ability to retain the zoning concept and open up localised areas for out of hours community use.

Client: Salford City Council

Value: £5.4m

Status: Complete

Services Provided

> Architecture> MEP Engineering> Building Physics> Structural Engineering> Landscape Architecture> Acoustic Engineering> Planning Consultancy

PRIMARY SCHOOL

St Luke’s Primary SchoolSalford, UK

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The former Dean’s Primary School site was confined and unsuitable for future expansion. Whilst the school was relocating into a new building on a new site, it was fundamental to retain the ethos and identity of the school, whilst also benefitting the local community.

The new school, delivered in just 10.5 months (from initial commission), was designed to be as flexible and “future proof” as possible. In addition, multiple engagement sessions with the headteacher, staff and stakeholders, allowed their unique needs and day to day management to be implemented into the heart of every aspect of the design.

The resulting building is an efficient linear plan, 2 storeys high, which compliments the existing sports hall and enhances the overall site. The only single storey element is the “link”, which offers an enclosed walkway between the sports hall and the main teaching areas of the school.

When entering the site off Stanwell Road – the curved sports hall roof, the human scaled “link” and the main body of the school, form a plaza that welcomes all visitors into the site - naturally segregated depending on whether arriving on foot or by car.

The main entrance is emphasised by the overhanging corner of the building, creating a natural entrance canopy supported on a singular column. The careful change in cladding material and the “wrap around” feature glazing to the first floor creates a focal point – which accommodates the administration areas and first floor staff room.

Upon entering the building – the double height atrium, complete with school signage, natural light flooding in from above and the sweeping open reception gives the school a space where they can welcome all visitors with pride.

The external envelope of the building was derived from the surrounding environment. The dark grey metal cladding relates to the existing metal clad sports hall, however the use of a bespoke “box-rib” profile, uniquely formed for this project, creates a sleek, rather than industrial feel, that will not weather.

The appearance of the ‘corroded green’ cladding is a culmination of the surrounding palette which includes pale blue aluminium, green features on contextual buildings and of course the lush foliage. Reflecting the wayfinding strategy internally – changes in elevational treatment have been used to denote the main visitor entrance, the KS2 entrance and in addition, each pupil entrance is highlighted with a simple change in door frame colour.

Client: Trafford Borough Council

Value: £4.7m

Status: Complete

Services Provided

> Lead Designer > Architecture> Acoustics> Fire Engineering> BREEAM

PRIMARY SCHOOL

Deans Primary SchoolSalford, UK

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The successful Garth College secondary school required expansion of 350 pupils and therefore the obvious solution was to build a separate sixth form building which could give Sixth formers a study environment resembling a mix between school and university. A masterplan for the whole site revealed the potential for a new building at the north end of the site which could have its own identity. This was a fast-track project with design and procurement carried out in the space of 5 months and construction lasting nine months due to the benefits of volumetric construction.

The brief included a flexible assembly space for the sixth form which could also be used as a café and an independent study space for individual pupils, seminar rooms , laboratories, DT workshops, staff spaces and sports changing rooms .

This new Post 16 Centre is organised around a striking galleried atrium space which provides a relaxed learning and academic learning resource area contained between two wings of academic teaching facilities. The wings have are positioned facing north and south to optimise daylight and reduce glare.

Bridges and mezzanine learning resource areas span the atrium to make an interactive space looking down on a refectory/ cafe style learning space at ground level. This provides the mix of social and learning spaces which are central to the College’s vision for their new Post 16 Centre, giving students a more adult working environment.

Client: Bracknell Forest Council

Value: £7.3m

Status: Complete

Services Provided

> Architecture> Structural Engineering> MEP Engineering> Building Physics> Landscape Architecture> Project Management

Garth Hill College Post 16 CentreBracknell, UK

COLLEGE

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Atkins have recently completed Barnards Centrepoint Sports pavilion and pitches for Suffolk County Council. As part of the new campus at Lowestoft Sixth Form College the Centrepoint development, including a 4.5 hectare playing field, was developed a short walk or bike ride away from the main LSFC site. The development includes changing facilities and a new full sized all weather pitch with other grass pitches.

The design contains Football Association standard changing rooms, teaching facilities, kitchen, reception and storage facilities. There is also an FA specification full size 3G pitch facility.

The pavilion building is of volumetric construction which enabled a reduction in the programme and a large reduction of on-site waste enabling high levels of environmental efficiency. The pavilions’ flexible teaching space is orientated north to optimise day lighting and reduce solar gains. A high performance thermal envelope minimises air permeability to reduce heating demands. All materials are sustainably sourced and have an ‘A’ rating as per the green guide.

The orientation and configuration of the building allows for future expansion to the south and east should further space be required or future funding secured. The pavilion design is based on high quality build and finish utilising prefabricated component design. This component solution allows the changing rooms to be easily extended.

The expressive façade of the building is composed of vertical

colourful composite panels of a colour palette drawn from the building’s natural surroundings. When viewed up close the palette can be seen to comprise a composition of eight different colours. Seen from afar this colour family merges into a single overall neutral tone. The colour scheme is chosen to soften the geometry and use the colours of the seasons to reflect the context. There is a second layer to the cladding of vertical black framed fenestration and door openings adding to the rhythm of the facade. A simple canopy helps articulate a clearly identifiable entrance.

Client: Suffolk County Council

Value: £2.5m

Status: Complete

Services Provided

> Architecture> MEP Engineering> Building Physics> Landscape Architecture> Structural Engineering> Civil Engineering

SPORTS

Barnards Centrepoint Sports PavilionSuffolk, UK

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2. KIT OF PARTSApproach provides a standardised and co-ordinated approach to meeting a client’s design requirements.

The use of off-site fabricated kit of parts often involves the use of integrated facade and structural systems as well as other key components such as building services modules. This is achieved by using spaces that are

integrated into an efficient planning and structural grid.

A Novus school is one that can be constructed on site in a very short period, where offsite manufacturing principles have been embedded in the design from the very outset. A kit of parts approach, where different room types are constructed around a common framework, provide a starting point from which architects and engineers can customise the design of a school to suit the needs of specific sites. Teaching and learning spaces are joined together both in terms of their structure and their servicing solutions, resulting in a highly co-ordinated product.

Developed from an analysis of the ESFA Baseline Schemes and design guidance, the layout of the Novus model has been developed as a pragmatic balance between organisation and a simple approach which uses repetitive and efficient structures and elements to define a building layout. The driving principle is to ensure that the layout is as simple as possible whilst ensuring that education can be delivered as effectively as possible.

The school is designed around two main elements – the community zone and administration block (which also houses an LRC), and the main teaching wing, which is linked to the administration building via a ‘knuckle’.

The school is entered from a busy public forecourt forming the main entrance, which leads the visitor into the foyer from which is the hall and a view through to the main teaching wing. This area gives the entrance a welcoming feel where the visitor can

easily navigate the school layout. The further into the building you go, the more private it becomes.

The classrooms are incorporated into the main teaching wing. This separates the ‘learning’ function from the ‘support’ and ‘ancillary’ functions of the school. In this scenario, the teaching wing at one side can be designed to incorporate any number of classrooms along its length.

Passing through this space pupils get a feel for the general activity in the school. Moving around the school becomes an informed journey, where pupils participate to activity in one block and become a unified part of the learning experience.

The Community Zone and Hall Block is located at the other end of the school and is linked to the teaching wing through the entrance. This means when planning the school the hall block can be used as the ‘host’ with which to plan the teaching blocks around. Even when expanded to a three form entry school the focus and area to converge is always in one space, around the hall. Contained within this area are the hall, LRC, kitchen and dining servery, and all staff and administrative facilities.

Compents and assemblies where developed as BIM families to maximise the efficiencies of consistent detailing and mutli discipline coordaintion, reducing unknowns, and setting a clear cost benchmark for client and contractor control.

NovusPrimary School Solution for Laing O’Rourke

PRIMARY SCHOOL

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A Sigma school is one that can be constructed on site in a very short period, where offsite manufacturing principles have been embedded in the design from the very outset.

Modular spaces are joined together both in terms of their structure and their servicing solutions, resulting in a highly coordinated product. A kit of parts approach, where different room types are constructed around a common framework, provides a starting point from which architects and engineers can customise the design of a school to suit the needs of specific sites.

ApproachProject Sigma has been developed by following a clear process of research and development. These activities, listed below, have all taken place as concurrent work streams and the decisions and findings in one area has influenced all aspects of the approach.

Analyse ESFA RequirementFrom the analysis of the ESFA Baseline Schemes, and design guidance, a summary of ESFA requirements has been established as part of the design brief for Project Sigma.

Identify Complex AssembliesA standard kit of parts, called complex assemblies, were identified that can provide a standardised and coordinated approach to meeting the ESFA requirements.

These complex assemblies have become the building blocks from which a range of flexible and scalable working models were developed to which the defined building system and DfMA strategy can be applied.

Complex AssembliesThe Design Brief for the Complex Assemblies is to provide a flexible set of spaces that could be used either in their entirety (or with minimal adaptation) to generate a number of Working Model arrangements.

Each Assembly is to achieve the performance criteria set within the ESFA Output Specification.

The concept of the Complex Assemblies is not only that the Assemblies are as standard as possible, but that the Components from which they are comprised (such as bounding partitions) are also standardised.

It is not intended that every single space within a given plan aligns with a Complex Assembly only that the majority of spaces within each working model can be accounted for.

While some Complex Assemblies include groups of spaces within them, in general it is anticipated that the required groups of Assemblies (suites) will be determined within each School-specific Area schedule as to best fit the structure of the school (Subject Based or Vertical Houses for example).

SigmaSecondary School Solution for Laing O’Rourke

SECONDARY SCHOOL

Sprinkler Range PipeSuspended Luminaires in light raft

Vertical pre-fabricated services in ‘Skinny’ Risers

Extract fan with attenuators discharging into corridor

Horizontal services run at high level in bulkheadUnder cill connection units with attenuated air intake grills in external wall

Laboratory positioned on rear and side walls. Servicing and drainage runs concealed behind benches

Pre-cast concrete hollowcore planks with structural topping

Facade ventilation intake cover

Standard facade structural sandwich panel

Floor finishes

Room specific Power + ICT requirements

Wall finishes

Internal Teaching Wall partition – Smartwall

Acoustic light raft with coordinated with life safety systems (alarms & sprinklers)Internal Doorset

Facade ventilation intake grille

Pre-cast concrete beam bearing onto C-shaped columns

Internal dividing partition – Smartwall

C-shaped pre-cast concrete column with integrated services

Wall finishes

Internal corridor partition – Smartwall

The Complex Assembly

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Sigma Yorkshire PS2 SchoolsYorkshire, UK

Atkins were commissioned by Laing O’Rourke to provide multi-disciplinary services to design seven Secondary Schools and sports halls for the PSBP Yorkshire private finance project. The seven secondary schools located across Bradford, Kirklees and North Yorkshire are:

> Samuel Lister Academy, Bradford> Beckfoot Upper Heaton, Bradford> Carlton Bolling, Bradford> Beckfoot Oakbank, Bradford> Whitcliffe Mount, Kirklees> All Saints Catholic College, Kirklees> Harrogate High School, North Yorkshire

The PSBP programme’s emphasis on speed, efficiency, value for money and low-cost meant that it was even more important that clear, well thought-out school design solutions were devised. In response Atkins developed an approach promoting more compact, regular and efficient schools, using tried and tested solutions to certain consistent elements across the schools whilst also focusing on the differentials which give each school its unique identity, as well as fine tuning them to their site-specific context.

Learning spaces are arranged over three storeys, around a central hall and library resource area. Each floor has staff offices and work spaces to provide passive supervision throughout the school, promoting a safe and secure environment for both students and staff. The separate sports centre buildings enable the schools to open the sports facilities to the community without adversely affecting the school’s security.

The buildings use an integrated façade and structural system as well as other key components such as building services modules. The project is an innovative example of collaborative working between the construction and design team. Applying the standardised spaces and components as a discipline rather than a constraint, offered efficiencies in the design period, which is important when needing to build schools more quickly. It also enabled the design team to respond to the complexities of different schools’ sites (size, shape, poor ground conditions,

acoustic problems etc.) whilst allowing the schools to have individual identities.

Design collaboration from the earliest stages of a project provided tangible benefits in terms of costs, speed and sustainability. One of the key aspects of our approach focused on collaboration between the design and delivery team. Adopting early conceptual-stage design collaboration enabled us to reduce time, effort and risk for clients and designers. Furthermore, the quality, accuracy and completeness of the information the design collaborators produced, was better co-ordinated, more complete, less error prone and clearly formatted for efficient dissemination into the material and component supply chain.

Above : Carlton Bolling Construction photo

SECONDARY SCHOOL

Top : Samuel Lister Academy | Bottom : Whitcliffe Mount

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Horizon Community College was part of phase three of Barnsley Metropolitan Borough Council’s ESFA Schools delivery programme. The school was Barnsley’s flagship, town centre school and is visible on the main route into Barnsley town centre.

The new school brings together two existing secondary schools close to the new site. Both school’s specialism’s have been retained within the new school. Creating equal emphasise to each specialism was a challenge throughout the design process. The final design highlights both sports and creative arts equally with building elements adjacent to both main approaches to the school.

The school is approximately 17,500m²; with 2300 students aged 11-18. It includes a Pupil Referral Unit and specialist provision for hearing and visually impaired students. There are adult learning facilities, as well as additional provision for community use of both the sports centre and theatre. To further support the community, a wellbeing provision is available within the new school allowing collocated support services for pupils and their families, including education, social care, health, youth service, and the police.

The majority of the College is constructed from a pre-cast concrete panel system, whilst the theatre and sports centre are steel frame construction, with an iridescent Rock panel cladding. Large scale use of prefabricated construction was used. This method saved both programme time and labour costs allowing the building to be weather-tight earlier. The use of concrete external walls, roofs and floors incorporates high thermal mass to reduce reliance on additional heating and cooling. Standardised design provided optimum use of internal spaces from the outset, whilst accommodating future flexibility and standardised pre-cast elements such as external panels, stairs and lifts reduced cost and time.

Client: Barnsley Metropolitan Borough Council/ Laing O’Rourke

Value: £40m

Status: Complete

Services Provided > Architecture> Fire Engineering> Acoustics

Horizon Community CollegeSigma – Barnsley, UK

COLLEGE

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Community PlusSchool for Morgan Sindal

Community Plus was developed in response to Government need for cost effective educational facilities, where learning drives the design solution rather than construction technology. Adaptability and flexibility were crucial in our approach and underpin design solutions capable of becoming ‘bespoke’ through engagement with our clients and end users.

The approach standardises a building’s infrastructure; its foundations, stairs, storey heights, super-structure, and material interfaces. We adhere to environmental principles that ensure that the building is warm with fresh air and natural daylight, good acoustics and that the building uses energy sustainably.

To provide a huge variety of choice in terms of the form and organisation of the building, three basic typologies for school layouts were developed:

1. An Atrium solution where all the facilities are grouped around a central space

2. A Cluster solution where a spine containing shared facilities gives access to faculty clusters that lead off

3. A Pavilion solution which is essentially a single faculty cluster that can be built to extend existing facilities

Each has its own benefits in terms of school organisation, response to site context, cost issues and can be configured to suit client needs. The typologies have a set of ‘design DNA’ which ensure that it supports the very best quality learning

environments. Flexibility of internal layouts enables each school to determine how they want to organise themselves, whether that be in terms of Faculties, Year Groups or as ‘Schools within Schools’

The flexible approach to both the Atrium and Cluster options is facilitated by the refined planning of the fixed elements of the building which are arranged around a planning module / structural grid and service distribution strategy. In this scenario a ‘shell and core’ approach to the building infrastructure is applied and used as both a design tool and as part of the design process. Our approach to creating flexible internal arrangements enables different school layouts to be developed to suit their individual school needs.

The `shell and core’ approach maximises the buildings’ efficiency without restricting flexibility. Learning spaces can be placed flexibly around the `shell and core’ items ensuring clients will be free to develop their own particular education solutions and layouts.

The pavilion can be used to extend existing facilities and embodies the same philosophies used in the Atria and Cluster schemes. Either in the form of a separate Pavilion or a bolt on extension to an existing building, the Cluster can provide a variety of accommodation types from general learning spaces, specialist learning spaces to sports and community use facilities.

SIXTH FORMSECONDARY SCHOOL

General TeachingEducational flexibility for us is about choice. The choice for young people to work in an environment that suits the way they learn; for teachers to be able to choose how that environment is configured to match their teaching to the learning; and for the environment to be able to respond to the activities that support learning

Project based learningEffective learning and teaching requires a range of sized spaces and our solution provides for this. Internal walls are not structural, so the size and arrangement of classrooms is entirely dependant upon how users wish to divide space to suit them

Specialist TeachingCreating a larger space can offer a range of opportunities: collaborative working between teachers, other adults and students; more effective management of learning, support for teachers; and more effective arrangement of space embracing a range of learning activities.

Flexible modelThe solution can be applied to Atrium and Cluster models

Learning Styles1. Delivering – Formal presentations, instructor lead, in acoustic controlled environments overlooking project based learning areas

2. Creating – Learner centred project group work and personalised research across multiple disciplines in both acoustically controlled areas and open plan environments, with access to ICT and multi media support

3. Decision making – Lead group work in semi-informal learning environments, information is shared with visual and interactive learning

4. Applying – Informal demonstration lead project work in breakout spaces, furniture will allow cooperative and individual learning

5. Communicating – Multi-purpose learning environments that will allow integrated curriculum, cross-disciplinary learning and group work

A range of spaces for learning

Typology

Flexibility of Space

AtriumThe key overall benefits and proposition for this typology are:

Compact – urban or restricted sites, reduced travel, easier to manage

Cost effective – less expensive to build, operate and maintain

Energy efficient – reduced heat loss from building fabric as there is less external wall area

Unity and coherence – facilities under one roof; easier to manage

Flexibility – accommodates a variety of organisational models and learning styles

ClusterThe key overall benefits and proposition for this typology are:

Adaptable – suburban sites, reduced scale, response to context and site shape

Specialism – accommodate the school specialism and can be expressed through identify – Sports, Drama, Technology, Vocational learning etc

Identify – facilities can have distinct zones and dedicated entrances

Educational flexibility – accommodates a variety of organisational models and learning styles, especially ‘schools within schools’ mode

Community use – zoning of building can be easily achieved

External connection – good links to landscaping and external teaching areas

PavilionThe key overall benefits and proposition for this typology are:

Adaptable – can be positioned to suit existing retained buildings

Flexible – Internal layout to suit specific need; from general teaching, to specialist

Environmental – offers high quality learning conditions; good natural light, ventilation and acoustics

Our approach puts the needs of the learner at the centre of our solution

We understand a need for a range and type of spaces for learning

We provide storage space, structure and infrastructure + ICT

Internally, this can be arranged to suit the school’s ambitions, however flexible

Whilst maximising the use of natural ventilation, daylight and internal comfort

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Atkins design brings together learning opportunities for all ages on one campus, removing the divisions between learning cultures within different education sectors, such as primary, secondary and special needs. It provides for an inclusive community with a vision to provide a wide range of facilities to not just learn but develop and share between age and ability ranges.

Each school entrance is welcoming and uplifting and each expresses the ambitions of the school, being inclusive, sharing, and interdependent.

The ideology behind the shared campus is to create opportunities for inclusion with shared access located centrally for the schools off a central street. Community and sports facilities are located to create a community building with its own identity but also within easy reach of the pupils.

A key driver for Littleport co-location was to create a public plaza that brings the schools together and forms a significant new element of public realm. Our proposal unified the schools and provided clearly legible entrances for each school with ease of movement around the campus.

The ambition for Littleport was to create a seamless educational experience for pupils in their transition from primary to secondary school; where the SEN functions contribute equally to the whole.

Our approach to delivering a learning campus was to design safe, stimulating and efficient environments in which all individuals are valued, respected, engaged, enthused and prepared appropriately for the ever changing world in which we live. The aim of the masterplan was to enhance learning by creating something that was more than just the sum of the accommodation schedule. We saw our main role as creating a flexible facility which is inspiring, engenders civic pride and responsibility and are enjoyed by as many people from the community as possible.

Client: Cambridgeshire County Council

Value: £37m

Status: Complete

Services Provided

> ArchitectureSpecialism

> Behaviour> Emotional and social difficulty> Autistic-spectrum disorder> Physical disability and Multi-sensory impairment

Littleport All Through School with SENCommunity Plus School for Morgan Sindal, Cambridgeshire, UK

SEN SCHOOL

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Littleport All Through School with SEN

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The Finger and Super Form designs developed in this system, maximize the capability of each solution to flex to individual school briefs and alternative orientations and site arrangements.

The Project FORM concept applied common sense engineering principles to standardize the template for each type of space- classroom, DT room, laboratory, staff work rooms, offices etc. to meet the ESFA requirements.

The developed baseline designs share the PSBP core beliefs about the importance of a sustainable ventilation strategy in achieving a sustainable building; cross ventilation, low energy hybrid, not using windows in winter and using thermal mass.

The cross sections of the Finger Form and Super Form building designs have been refined from researching stack effect cross ventilation, day light design and glare control, fire engineering and acoustical design. The structural system of a typical floor plate has been informed by a simple ‘kit a parts’ approach using Peikko steel beams and hollow core concrete planks.

The staircase cores have been standardized on both prototypes to provide an efficient structural solution making cross bracing in the rest of the structure unnecessary. The system of steel beams allows large ventilation and daylight voids to penetrate the floor plates whilst providing structural continuity.

The wellbeing of the community, pupils and staff has been central to the refinement of the solutions.

> Optimizing community use e.g. flexibility of main hall, drama, dining and LRC

> Providing a fully connective circulation system is essential to pupil and staff well-being so that moving around the school is an enjoyable experience – day lit ended corridors, top lit three storey light wells, views down over dining

> Finger building, the central Hub has been designed to optimise the flexibility of the large spaces so that it can be customized to an individual School Brief – Hall, Dining and Drama can be combined to form a single very large assembly space or can be subdivided into separate spaces which can be individually timetabled. The wide corridors on the ground floor of the finger building can allow for ownership and display.

Design Features

> The design allows for either a single entrance or multiple entrances according to school requirements

> Location of subjects on the ground floor> Adjacencies of subject areas> Open plan versus traditional cellular> Rotation of fingers of accommodation.

High End StandardizationBalfour Beatty applied standardization to key components where it makes sense. The design solution is capable of being replicated for similar types of subsequent schools including the use of off-site construction where feasible.

FormSecondary School for Balfour Beatty

SIXTH FORMSECONDARY SCHOOL

Mechanical Air SupplyNatural Ventilation

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3. TEMPLATE DESIGNSolutions are pre-designed schools buildings which a client effectively buys ‘off plan’. Each template solution has a defined layout; an upfront specification, with a fixed cost and known time to construct. They include for everything that is required to deliver a fully functional school – in simple terms the floor, walls, roof, internal finishes and fixed furniture. They can be personalised in terms of colours, floor and wall finishes and also the

doors, windows and the external walls. However, certain sites may have restrictions rendering a template solution unsuitable or uneconomical to use.

Sunesis Keynes is a range of primary school designs developed through a partnership between Willmott Dixon and Atkins. It is a direct response to Local Authority needs to the shortfall of primary school places in the UK. The key design driver was to make the school as flexible as possible, both in the short and long term.

This means that the school can organise itself and deliver the curriculum in a variety of ways, unimpeded by the building layout. As the curriculum and the way that learning and teaching evolve over time, the design can accommodate re-arrangement of spaces to suit, without causing major disruption to infrastructure. Furthermore, we have developed this design such that it can grow incrementally or in a single phase, without upsetting the operation of the school significantly. In this way, the school can be a truly sustainable community asset.

The Keynes model – one of a variation of school designs developed under the Sunesis brand, is designed for efficiency of construction and simplicity in operation. It provides everything a school needs; clear layout with flexible spaces, easy access to the outside for play, large open spaces for community use, all at an affordable price.

Developed over 18 months in consultation with educationalists, Local Authorities, sub-contractors and technical experts, these

designs offer clients ready-made solutions to building new primary schools. Each design offers a flexible learning environment that is around 30% cheaper to build than a traditional school without reducing quality. In fact, the designs come with Building Regulation pre-approval, an EPC rating of ‘A’, a BREEAM Very Good rating, excellent levels of natural daylight and fresh air, as well as robust and long-lasting finishes.

The design lends itself to a variety of modes of learning, from traditional teaching through to independent learning. Classrooms are organised in pairs around shared toilet and cloakroom provision. There is a large central spine – as wide as a classroom – which contains learning support spaces such as library, ICT and specialist teaching. A large clear space is provided through the centre of the building giving a flexible teaching space during the day and usable community space (with a direct link to the hall) for out of school hours.

Sunesis Keynes demonstrates Atkins multi-disciplinary approach to problem solving to maximise the value of public spending, reduce programme time and improve quality.

The first of these projects to be completed was Oakfield School in Rugby which underwent a full Design Council CABE Review and received a resounding endorsement. A further seven projects are underway.

Sunesis, KeynesPrimary School for Scape Wilmott Dixon

PRIMARY SCHOOL

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The site is situated to the south-west of Rugby town centre, consisting of Oakfield Primary School and the Merttens Centre. Adjacent is the St Marie’s Catholic School and the area is surrounded by a combination of housing, playing fields and public green space. The overall site is split into 3 zones. One being the children’s centre which is openly accessed by the public, the other being Oakfield Primary School which has security controlled access and access to the playing fields above. The last part of the site is the Mertten’s centre which consumes a large portion of the site that offers more level areas for outdoor learning and socialising.

The project involved constructing a single storey Primary School on the Oakfield Primary School and Mertten’s Centre site. The previous school catered for Key Stage 1 pupils and needed to be expanded to an equivalent 1.5 form entry to meet education demands in the area. The Key Stage 1 pupils were to be moved into the new building and the existing building would remain for Key Stage 2 pupils. To facilitate this, the Authority selected the Keynes design for a 1 form entry building on the location of the Mertten’s Centre building plot. Spaces within the building include six teaching areas for key stage 1 and 2 including: 1 nursery space, 2 foundation spaces, and 3 classrooms for years 1 & 2. Other spaces include: 2 infant group rooms for 6-8 children, 1 parents’ room/community room and 1 dedicated nurture room.

The design provides controlled links between play spaces and a forest habitat area from the existing children’s centre and the new school building. Hard and soft landscaping are in keeping and sympathetic to the nature of the educational environment required for safe and secure sports, play and learning provision. Specialist areas include, school gardening, habitat zones and a landscaped amphitheater. The site occupies a wooded “valley” and the design draws on the excitement of play within a wooded dell. The design maximises this sense of place with the retention of over 90% of the existing tree cover to create a setting for the new building and external spaces within a cocoon of mature woodland.

Client: Willmott Dixon Construction

Value: £2.7m

Status: Complete

Services Provided

> Architecture> MEP Engineering> Building Physics> Landscape Design> Drainage Design> Project Management

Oakfield Primary SchoolRugby, UK

PRIMARY SCHOOL

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Oakfield Primary School

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Timber frame is one of the most technologically advanced and sustainable forms of construction available. It ensures a high quality product, reduces overall build costs and shortens the duration of build programmes.

Solutions encompass large glulam portal frames providing the main structural element, with the use of timber frame infill panels to the elevations, timber frame panel internal walls and partitions and factory

made roof cassette systems. Timber frame building is recognised as a mainstream construction with many benefits which is continually growing its market share.

4. PRE – FABRICATEDTIMBER FRAME

Timber FrameThe use of off-site timber fabricated solutions brings many benefits in terms of early delivery of construction programmes, reduction in construction costs, reduction in waste and the use of environmentally sustainable construction materials and techniques. Through our research and project development we have utilised both timber engineered structures and panellised timber frame construction. The main solutions and benefits of these approaches are as follows:

Foundations – Due to the lightweight nature of timber frame solutions a relatively minimal foundation solution can be achieved providing a cost effective and environmentally friendly foundation solution due to the minimisation of spoil movement and feuding material used.

Multi-storey schools – Are possible with either standard timber frame, glulam frame or partial steel frame with engineered infill panels. By adopting timber engineered frame solutions, we have considerably reduced the risk of working at height. The pre-fabricated floor and roof cassette systems has removed the risk of falling from height as when the cassette panel is lifted into position, it immediately provides a safe working platform.

Wall panels – Including internal and external walls. These are transported to site and assembled quickly, often within a day. Panels have containment for wiring and plumbing, making construction even faster. External wall panels such as SIPs (structural insulated panels) are a versatile and very capable building system and can be used with various types of cladding, including brick, render and timber.

Floor and roof cassettes – Ready made panellised floor and roof sections, which can be pieced together with the walls panel to complete a school, safely, quickly and economically.

Sustainable Solution - Pre-fabricated timber solutions offer a number of environmental advantages driving down building energy requirements through passive engineering techniques. Infiltration loss in winter is minimised through reduced air permeability. Fabric conduction loss is improved in winter through reduced external wall U-values and cold bridging problems through standard, quality detailing. Timber also has one of the lowest energies (and therefore embodied CO2) of construction materials as it takes relatively little processing to be used in a building.

Chancellor Park is a 1FE primary school provided for Essex County Council at a construction cost of £2.1m. This 210 place primary school built on a south facing site in a residential area of Chelmer Village in Chelmsford provides an imaginative learning environment for children entering the education system.

During the formative stages of the design for this school it was agreed that it should provide a powerful statement on sustainable architecture. Specialist advisors in this field were drawn into the design team to collaborate with Atkins architects. This approach produced a striking building with a strong organic form.

All teaching spaces are arranged in a gentle arc orientated to the south to maximise solar energy inputs; the heavily insulated north facing perimeter of the building accommodates administrative functions including the Hall , Kitchen offices and staff facilities. The internal environment is tempered by a carefully considered energy management strategy utilising roof lights for natural illumination and passive ventilation, shallow plan depths, deep eaves projections, high thermal mass and extensive glazing incorporating acoustic trickle ventilation. Other features of the building’s environmental design include door control systems and energy management control.

The emphasis on Green Architecture is reflected in the construction of the building envelope which adopts heavily

insulated Cedar board cladding on the north elevation, laminated timber beams and recyclable finishes.

The school was designed in parallel with Building Bulletin 93 which set difficult parameters for the acoustic performance of the teaching accommodation particularly with regard to attenuation of external ambient noise levels and inevitable conflicts with passive ventilation strategy. The project received a Civic Trust commendation for sustainability.

Client: Essex County Council

Value: £2.1m

Status: Complete

Services Provided

> Architecture> Structural/Civil Engineering> MEP Engineering> Building Physics> Landscape Architecture> Fire Engineering> Acoustics> Project Management

Chancellor Park Primary SchoolEssex, UK

PRIMARY SCHOOL

Reinforced Concrete Foundation Slab

Steel Post to Support Canopy

Sweet Chestnut Cladding Boards

Patio DoorsTimber Decking

Studs Walls

Single Ply Membrane on Timber RoofTJI

Roof light for cross Ventilation

Structural Insulated Panels

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Chancellor Park Primary School

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Northwood Primary school is one of twenty-three regional pathfinders for the Primary Capital Programme. This school is considered an exemplar of community engagement and sustainability.

The school provides 420 pupil places, thirty nursery places and sixty-five wrap around care places for early years, with meeting rooms and multi-purpose halls available to the community. Thoughtful configuration of the facilities ensures the building is accessible for the public, whilst ensuring the security of pupils and staff.

The client wanted to achieve an affordable school which was as low carbon as possible; ‘something different’ and inspiring, which would create a hub for its local community, offering extended services and community space.

The school and delivery team regularly held events to keep pupils, staff and community informed about the progress of the project and engaged in the creation of the new school. Activities included a class trip to the timber frame manufacturer, planting sedums for the green roof and community open evenings.

An affordable, low carbon design strategy takes advantage of the building’s context with classrooms oriented to the southern aspect to maximise natural light and ventilation, with garden terraces on the first floor ensuring every classroom has access to outside space.

As well as a timber frame, biomass boiler and balancing pond, the building features a patchwork sedum roof and green wall with living plants and herbs, to help reduce CO2 emissions and rainwater run-off, reducing the risk of flooding whilst providing a natural ecological habitat and learning resource.

The design of the school grounded the building with its location surrounding, whilst its orientation maximised environmental gains. The patchwork sedum roof mirrors the local allotments and the timber cladding servers to minimise the impact of the school in a mainly residential area.

Client: Darlington Borough Council

Value: £6.5m

Status: Complete

Services Provided

> Architecture> MEP Engineering> Building Physics> Structural Engineering> Landscape Design> BREEAM

Awards> RICS Awards North East Renaissance – Design and Innovation

Award, Winner

> BCSE Awards – Sustainable School of the Year, Winner

> Green School Award – Sustainable School of the Year, Winner

> Shortlisted for The Legacy Award – Sustainability of the Year

Northwood Primary SchoolDarlington, UK

PRIMARY SCHOOL

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Yorkshire Schools Sports HallsYorkshire, UK

Each school has a separate sports centre with between 3–5 court sports halls, activity halls, fitness and dance studios and changing rooms.

By utilising SIPS method of construction for the Sports halls and the dining hall at Harrogate High School provided an effective method of construction for the double and triple height spaces. The SIPS panels allowed for 12m tall standalone structures, large internal spans, with flush minimal thickness external wall build-ups.

The prefabrication of the structural shell provides an effective method of construction, allowing construction work to begin off

site in controlled factory conditions, whilst site preparation works began, saving valuable programme time. Following preliminary foundations, the SIPS panels were delivered to site in a carefully controlled manor, rapidly building up the superstructure and main volume of the building. At this point, final external cladding work commenced whilst internally, final services connections, surface finishes and fit out progress. The use of SIPS construction contributed greatly to construction accuracy and waste minimisation, while reducing safety risks on site and reduced programme risks and on-site delays due to unforeseen weather.

SECONDARY SCHOOL

Above : Whitcliffe Mount, Kirklees Above : Harrogate High School

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Above : Harrogate High School

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5. CLIENT FEEDBACK

What our clients say“We are well on the way with the building project on site and I wanted to let you know how much I appreciate your work with us to design our school of the future. I have been delighted with the way you have responded to our requests for modifications to meet our needs, and how you have helped to guide us through some difficult decisions. You have always listened with interest, and given sound advice. Our meetings have been very productive and you have given above and beyond your time allowance to ensure that our needs are being met.”Lynda Williams, Headteacher, Thorndown Primary School

“I just want to write you to say how thrilled we all are with our new building. We feel incredibly fortunate to have such a well designed and spacious school. Unlike our previous setting, the building now says to our pupils that they are valued and are worth it.” Mrs K Partridge, Headteacher, St Luke’s Primary School

“Atkins have been on site for some months now at our Special Needs School and have been an excellent working partner for the school. All your staff have been courteous and sensitive to the issues that our young people have, particularly with regard to noise, ensuring that noisy activities take place outside of school hours etc. We had weekly site meetings which kept us fully informed of the programme of works including aspects of Health and Safety.”Diane Rochford, Headteacher, John F Kennedy SEN School

“Fabulous! I feel very privileged to be in the catchment for what looks to be an amazing school. I’m very impressed with the thought that has gone into the actual building process with no need for mobiles during construction.”Lizzie Reeve, Parent

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