HERTFORDSHIRE COUNTY COUNCIL
Commentary on Draft Primary Accommodation Models
Introduction
The net area of each school is the total space comprising all teaching areas, halls, learning resource areas, staff and administration, storage and dining/social. For each category of space BB99 offers a range between a minimum and a maximum, based on a formula to be applied to group size or population of school.
No category should be provided for below its minimum. As a general rule, some midway point on the scale will be appropriate. However, specific decisions on the size of particular types of space will depend on an individual school’s curriculum model and nature.
The Guidelines also provide us with a recommended net area, calculated by formula based on the school’s roll. This recommended area minus the sum of the minimum areas for the categories of space referred to above gives a figure known as the “float”. Strictly speaking, we could make provision at the minimum for each category and use the float to enhance specific areas depending on each individual school’s needs and rationale. The approach we have taken, however, has been to identify preferences, usually at around the average point in the range for each category, thus making use of the float as part of the coherent planning behind the models.
The notion of a formula-led recommended net area does not make quite so much sense in those examples where core facilities, for example Admin or Halls, are offered at a higher standard than the size of the school warrants (eg 1FE but with 2FE core). In these cases the notion is not applied. Consequently the recommended range for gross area is impossible to ascertain in the normal way. It is proposed that a “rule of thumb” method be applied in these cases.
The Models
The Models make a number of assumptions. The following are the most significant.
Teaching Areas
The Basic Teaching areas are supplemented by the provision of teaching areas for practical and specialist study. It is conceivable that an alternative disposition of rooms may exclude the provision of such specialist spaces and the inclusion of specialist and practical study within the class base, in which case these rooms would need to be at the higher end of the range. Greater flexibility is to be had, however, by the provision of separate practical spaces which are themselves adaptable in use. The setting of class base areas at 60m2 reflects this view and the probability that this disposition will offer the best opportunities for future re-organisation.
Pupils in the Foundation Stage (Nursery and Reception) benefit from a secure, supportive environment in a single room with adjacent outdoor space, with almost all activities taking place in the one space for Nursery pupils and a working style in Reception reflecting a gradual move towards KS1 ways of doing things. Larger room sizes here reflect this. As overall teaching area in each Nursery classroom should be some 2.3m2 per pupil, 69m2 are proposed here and 63m2, allowing the full range of activities, in Reception.
The number, size and type of Practical rooms depend on the room mix required by the school’s philosophy and on the size of the school. The models, however, offer typical and effective exemplars, allowing for priority to Health and Safety and supervision issues as well as practical use. Smaller Primary schools will find the provision of a Food Bay with an oven adequate to their needs, practical activities being provided within the class base. Larger schools will find greater utility in the specific provision of a practical activities room. 22m2 is at the middle of the range for groups of 8 and allows for a range of activities and appropriate equipment.
For ICT 37m2 will allow specialist ICT teaching to groups of various sizes. It is envisaged that the ICT resource may be incorporated into the Library to form a central Learning Resource Centre or it may indeed be added to general classroom allocation (helping to reinforce the curriculum-led nature of ICT use in teaching and learning). Separate provision is indicated in this document, however, to clarify space allocation. Careful consideration must be given to the equipping and furnishing of these areas and the provision of storage.
The level of SEN provision depends on the make-up of the school’s intake and variation may need to be negotiated in this respect. Provision is made here for both a SEN Resource Base at 16m2 for working with groups of pupils up to a maximum of 12 and a SENCo Base for the Co-ordinator’s organisational needs and storage. It is more likely that smaller groups of pupils will be using the Resource Base at any one time, offering a generous working environment.
Group Rooms are provided on the basis of 1 per 100 pupils with one more for use with the Nursery. 12m2 offer scope for groups of up to 8 pupils under supervision.
It is suggested that Primary Schools of up to 10 classes need at least one large space, with larger schools having 1 large Hall and 1 or more Activity Studios/Small Halls of between 45m2 and 80m2. The proposed Hall sizes here are typical for the size of school referred to.
The Library sizes proposed here are above the minimum of the range. These facilities offer a wide range of modern resources and enable information based learning to take place.
Non Teaching Areas
Areas proposed here are averages and/or typical for use of spaces referred to unless otherwise stated.
Teaching and non-teaching storage have been calculated with BB99 formulae in mind. However, the provision of a Dining Area calls for some area gain elsewhere and this has been made partly in storage allocation. The rationale for storage, therefore, is:-
Teaching Storage
· A 1m2 walk-in store for each classroom, to include storage of Numeracy and Literacy resources
· At least two 6m2 shared storage areas
· An area equivalent to 10% of total Hall space for PE storage.
Non-teaching Storage
· 2m2 per classroom for coats/bags
· Some central non-teaching stock and other storage, designated General Central Store in these pages
· Cleaners’ Store.
Note:
1. The need to allocate space for stowing Dining furniture is avoided by the provision of Dining facilities.
2. External PE Storage does not count against area budget and is therefore not identified in these models.
On this basis, BB99 is deemed excessive and the approach here reflects this view.
It makes sense to combine the Admin/Finance provision as a General Office with Reception, offering a Reception hatch opening on to and giving clear sight-lines to a “security pod”/lobby which is itself taken from circulation space. Separate areas are shown here for Admin and Reception for clarity. It is envisaged that the school’s secure storage will be in this main office.
Non Net Areas
Areas proposed here are averages and/or typical for use of spaces referred to.
The following areas in the draft schedules are based on the BB99 recommendations as percentages of Total Net Area:-
· Plant at 2%
· Partitions at 3%
· Circulation at 20%.
Corridors at 1.9m width allow two wheelchairs to pass and offer ample space to support civilised, managed use of circulation space. By the same token, door widths should be standardised based on a similar rationale.
BB99 makes no provision for Dining facilities in Primary Schools, assuming use of the school Hall for eating and the chair store for serving. It is HCC policy, however, to provide a Dining Area in each new-build school. The sizes proposed here have the following rationale:-
· Dining Areas are based on current HCC standard except where maximum gross area limit is exceeded even after a review of storage areas (i.e. 1FE); it must be noted that the formula provided in BB99 allows for larger Dining Areas but its application renders the overall space allocation difficult to manage within a philosophy which puts teaching and learning as the highest priority
· The Kitchen Area, to include stores/office and a washroom for catering staff, is kept at the minimum of the BB99 range to reflect modern practices and use of modern equipment
· There is scope for variation of use of overall catering space in larger schools to reflect local decision-making
· Efficient space use demands that Dining Areas be deemed multi-purpose facilities, designed as such, with uses determined in line with the school’s curriculum or other need.
Toilets are specified in terms of area in the draft schedules. It should further be noted that:-
· WCs should be provided at the level of 1 per 20 pupils for Reception upwards (with boys’ toilets having some two thirds of the fitments as urinals)
· Provision in the Nursery should be at 1 per 10 children
· There should be a wash-basin for every WC provided
· Unisex facilities are acceptable only up to the end of Key Stage 1
· Facilities should be distributed for ease of access
· Privacy must be balanced with the need for supervision
· Fittings must be of an appropriate size for the age of the children using them.
Changing rooms are not typically provided in Primary Schools, though they do give opportunities for community use of the school’s sports and activity facilities. Such provision should be considered as additional to allowances in the figures used here.
Grounds
The overall site area comprises:-
Buildings and Access
Playing Field Area.
Playing Field Area is in effect therefore everything except the Buildings and Access and includes:-
· informal, social areas (a little more than half of which should be hard surfaced); this will be a substantial part of the school grounds
· habitat areas such as gardens, natural landscaping etc. (preferably at some 10 to 15% of the total site area)
· outdoor PE spaces, namely
· sports pitches
· hard surfaced games courts.
The figures offered are based on the Area Guidelines formulae for Primary Schools, as follows:-
Total Site Area / max / 1765 + 45.5Nmin / 1471 + 38.8N
Playing Field Area / 1185 + 34.5N
Outdoor PE Spaces Area / 810 + 26.8N
[N = number on roll]
It should be noted that no statutory minimum requirements relating to team game playing fields exist for pupils under the age of 8 as they do for those aged 8 and over. The Primary formulae take account of this, on the basis of the number on roll (N) including some 54% of pupils aged 8 or over.
It should further be noted that at Nursery level global provision is expected to offer at least 15m2 per pupil, of which 9m2 is to be outdoor play space. From half to two thirds of this outdoor space should have a hard, smooth, level surface.
Nursery Provision
Nursery provision has been included in line with BB99 thinking. The following proposed schedule of accommodation for a 30 place Nursery goes beyond this, asterisked items being additional with suggested areas based on experience elsewhere.
Nursery:- / m2* / Admin/Rec. etc / 1 / 12 / 12
* / Snack Prep. / 1 / 10 / 10
* / Laundry / 1 / 15 / 15
Activity/Learning / 30 / School Nursery / 1 / 69 / 69
* / Storage / 7.5 / 7.5
Pupil Toilets / 3 / 4 / 12
Staff Toilets / 1 / 4 / 4
Disabled Toilet / 1 / 4.5 / 4.5
* / Buggy Park / 1 / 20 / 20
Indoor Total / 154
Outdoor Play / 270
Total / 424
Commentary
· It is not uncommon for designs of Nurseries to ignore the needs of administration and management. The 12m2 offered here is in line with similar provision in the Primary models in this study.
· The need to provide snacks or similar sustenance to this age group can be met with a simple preparation area, allowing for compliance with appropriate Health and Safety arrangements.
· A Laundry or Utility Room, with a washing machine and access to a deep sink, bath or shower is essential for this age group.
· The teaching/learning space meets BB99 standards.
· The storage corresponds to the 1m2 allowed in these draft schedules for walk-in store and an additional central store of 6m2, not included in the schedules.
· Toilets are provided as follows:-
· 1 unisex toilet fitting per 10 pupils, within easy reach of Activity/Learning area
· 1 adult WC
· A disabled toilet to meet DDA requirements.
· A buggy park is provided for wet weather pupil/parent arrival and to provide a welcome space. It also allows for buggy storage for parents while the Nursery is in session.
NB: the indoor total does not include circulation, partitions etc.
Community Use
Many schools already make provision for out-of-school-hours use of resources, either run by themselves or some other agency (eg FE Institutions). Others embrace in-school-hours community use, which might involve adult attendance in school-provided lessons or the offer of resources via some external agency.
Current thinking on school design, including attempts to meet a variety of Government initiatives (eg Building Schools for the Future, 14-19 agenda, Children’s Centres and so on), has refreshed the urge to consider wider community use of schools’ facilities. This is not a straightforward issue of provision, however, raising issues of management and security at the very least. On a simple level, providing external access to, for example, changing rooms and toilets will suffice. A more sophisticated range of community uses will of course go beyond this.
General issues that arise from Community use include:-