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Building Schools for the Future Designing schools that create Sustainable Communities 9 th November 2006 Paul Mallinder Director of Urban Vision. Definition of Regeneration.

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Building Schools for the Future

Designing schools that create Sustainable Communities

9th November 2006

Paul Mallinder

Director of Urban Vision


Definition of regeneration
Definition of Regeneration

“ …a comprehensive and integrated action which brings about a lasting improvement in the economic, physical, social and environmental condition of an area”.



Why the blinkers must come off
Why the blinkers must come off

  • “Too often the people who design and construct buildings don’t worry about whether they will work properly. Once the project is complete, they move on to the next job.” Cabe

  • Lack of time, long established custom and practice and mindset have created a series of fundamental weaknesses

    • Timing of stakeholder involvement

    • Varying levels of ambition.

      • Conditions in many existing schools mean that anything new is better.

      • “We want what we already have without the leaks”

      • “We want a new building designed around new approaches to teaching and learning”

    • Little thought given to how the school can become community resource, not just a school

    • Little thought given to where the construction expenditure is going


Regenerative impact of the construction of a 14 5m school
Regenerative Impact of the construction of a £14.5m school

  • £1m profit/ohd recovery to main contractors/ developers

  • £0.6m Profit/ohd recovery to sub contractors

  • £0.4m profit/ohd recovery to suppliers

  • £2.2m of labour employed by main contractors (c 90 people)

  • £4m labour employed by sub contractors (c 160 people)

  • £6.3m of materials manufactured/delivered by suppliers

    Aim to keep as much as this as possible within

    the local economy



Creating sustainable regeneration
Creating Sustainable Regeneration

  • Planning

    • Integration of environments

    • Spatial/ Location

    • Future community use

  • Design

    • Good Practice Guidance and learning/Cabe/ DQI

    • Secure by Design

  • Construction

    • Building social and economic sustainability practices into Procurement

    • Commitment to training and recruiting local people

    • Commitment to using local supply chains

  • In use

    • Creating community facilities

    • Creating community managed businesses


The social costs of bad design
The social costs of bad design

  • Promotes exclusion

  • Disconnection of people, eg. the less mobile

  • Inadequate access by public transport

  • Reduced opportunities for employment

  • Lack of social cohesion

    • Races and religions

    • affluent background/ poor background

    • Bright/ Less bright

    • Supportive/Unsupportive parents


Cabe improving design standards
Cabe: Improving Design Standards

  • Cabe ( Commission for Architecture and the Built Environment). The government’s advisor on architecture, urban design and public space

  • “The Cost of Bad Design”, Cabe ,(2006)

  • “Assessing Secondary School Design Quality”, Cabe, (2006)


Dqi improving school design standards
DQI: Improving School Design Standards

  • Launched by DfES in December 2005

  • Consists of 111 statements that collect views from all stakeholders on

  • Functionality (design in use, space etc.)

  • building quality (performance and construction standard)

  • impact (a sense of place, effect on the school and wider community)


The aims of dqi
The Aims of DQI

  • Construction Industry Council’s design quality indicator

  • To focus on comparison to help communication and encourage involvement

  • Form a consensus amongst stakeholders

  • Improve briefing

  • Monitor and review design aspirations throughout the process

  • Raise and manage expectations


Results areas where good school design is evident
Results: Areas where good school design is evident

  • Areas subject to regulation

    • Size

    • Health and Safety

    • Accessibility


Results areas where poor school design is evident
Results: Areas where poor school design is evident

  • Build/ design quality

    • Legibility of entrance and unwelcoming entrance areas

    • Narrow corridors

    • Lack of natural daylight and ventilation

    • Schools too inflexible to be adapted

    • “soulless buildings”

    • Use of poor materials that deteriorate quickly

  • Lack of Transformational Design (design to bring about changes in learning techniques

  • Environmental sustainability

  • Creating a “community school”. In PFI security is a major issue. It needs to be built like a fortress to protect the building and keep insurance premiums low.


Final remarks
Final Remarks

  • Society can reap rich long term rewards from investment in good design

  • Through BSF projects around the country we have a great opportunity to use good and innovative planning, design, construction and use to create sustainable communities.

    .


Final remarks1
Final Remarks

Opportunities like this don’t come along very often.


Final remarks2
Final Remarks

Opportunities like this don’t come along very often.

Let’s not blow it.


Thank You

Paul Mallinder

0161 779 6132

[email protected]


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