Converting existing building stock into classrooms – a guide on technical consideration for compliance with the Building Regulations.

Introduction

This brief guide is intended for design professionals, schools and contractors to give an overview of the Building Regulations involved in converting existing buildings into classrooms and other educational uses.

It is anticipated that this route to gain classroom space will become more common in the UK. In America there have been many transformations from supermarkets, shopping malls and offices to school property and is a regular occurrence, the same can be said for Sweden with examples as unusual as military barracks, factories and in one case an observatory to classroom space.

Building Regulations Applications

Generally on conversions of buildings to classroom space / schools, a Building Regulation application would be required as it is a material change of use of the building as it has changed to public building where previously it was not.

Building Regulations and Allied Legislation Involved

The following Building Regulations are applicable to the whole building (if the whole building is being used for education), to ensure that the building complies with the applicable requirements.

If the education area of a building is only a part of the building, then the area concerned with education should be in compliance with the Building Regulations as listed for the areas affected by the education.

A1 to A3 – Structure

Consideration and if necessary the use of structural calculations to ensure the building can take the new applied loadings safely and effectively, as it is a change of use to a school this also includes justifying the structure to prevent disproportionate collapse, where if an accident occurs in the building it will not result in the collapse of the building.

B1 – Means of Warning and Escape; B2 – Internal Fire Spread – Structure; B3 – Internal Fire Spread – Structure; B4 – External Fire Spread – Roofs; B5 – Access and Facilities for Fire service

Schools are a special building type, so compliance with allied legislation Building Bulliten 100 – Design for fire safety in schools will typically satisfy the requirements of Approved Document B. This covers every aspect of designing education use buildings with items such as the principles of fire behaviour and statistics, fire protection systems, fire detection and alarm systems, sprinklers, fire doors and fire resistance and compartmentation, means of escape and travel distances, escape horizontally and vertically, wall and ceiling linings, concealed spaces and fire-stopping, external fire spread and access and facilities for the Fire and Rescue Service.

A consultation will be necessary with the Fire Authority by the Building Control body and a fire risk assessment will be needed at the end of the project for the building users.

C2 – Interstitial and surface condensation

Consideration should be given to ensure the structure of the education areas do not have surface condensation or interstitial condensation, with the necessary preventive measures put into place.

E1 to E4 – Resistance to the passage of sound

Approved Document E4 covers acoustic performance in schools (generally not 6^th form or further education areas). The guidance is in allied legislation under Building Bulletin 93 and will cover and guide on areas for

a) Indoor ambient noise levels in unoccupied spaces

b) Airborne sound between spaces

c) Impact sound insulation to floors

d) Reverberation in teaching and study space

e) Sound absorption in circulation spaces

f) Adequate speech intelligibility in open spaces

Other areas with ancillary use are covered by the guidance if the areas affect the teaching spaces. BB93 recommends the classrooms be sound tested to ensure that the rooms meet the as expected design performance.

F1 – Ventilation

Ventilation will need to be provided to the classrooms and ancillary rooms to ensure adequate ventilation is provided to the occupants, in the case of classrooms it is usual for mechanical and electrical engineers to be used to calculate the ventilation needed, taking into account Building Bulletin 101. All the systems should be commissioned and tested accordingly.

G1 – Sanitary Conveniences and Washing Facilities

This Part ensures that wholesome and safe hot and cold water supply is provided, along with having adequate sanitary arrangements and provisions.

H1 – Foul Water Drainage

Any new drainage being installed should be in compliance with Approved Document H1, covering and safety and hygiene of SVP’s and wastepipes sizes, traps and gradients and all associated foul water drainage systems.

H6 – Solid Waste Storage

Consideration will be needed to the provision for storage and solid waste, location, amount of, hygiene and if it becomes a fire hazard along with the methods of waste storage.

J1 to J3 – Combustion Appliances

Any new heat producing appliances that are being installed should be in compliance with the manufacturers instructions / installing bodies such as Corgi and the Building Regulations, installed by a competent person and commissioned accordingly.

L1 – Conservation of Fuel and Power

Provision should be made for the conservation of fuel and power in the building by limiting the heat gains and losses from the structure / fabric and the services of the building. Also providing fixed building services that are energy efficient, effective control mechanisms and commissioned and tested accordingly. Other factors that will need to be considered are:

a) Requirement relating to thermal elements and expected U values etc

b) Carbon dioxide emission calculations, consequential improvements and Energy Performance Certificates.

c) Potential air pressure testing.

M1 – Access and Use

Provision should be made so that access and amenities are made available to everyone using the building, an access statement should be provided. Areas that are often highlighted on classroom conversions are external access into the school and parking facilities. Internally sanitary accommodation, handrails and ramps, staircase treads and riser size, corridor widths and opening door location and widths should be considered. Along with induction loops and aids in communication for the hard of hearing.

General

The above is a brief overview of the areas to consider when undertaking classroom conversion projects. Butler & Young Approved Inspectors, the leading private building control provider will be able to assist with the interpretation of the Building Regulations with our excellent knowledge and experience in the education sector, we have worked on over 1500 education sector projects, from academies, new schools, further education establishments, nurseries, school extensions and BSF programmes.

In addition Butler & Young have expertise in associated guidance, such as ‘Guidance on Achieving Low Carbon School Buildings’. We have the ability to offer and provide free CPD and training events to our clients on a range of upcoming legislation changes and topical legislation.

Common Problems for designers and feasibility

Some common design problems faced with classroom conversions that may be worth considering at feasibility stage are:

1 Lack of sound insulation to the external walls to prevent excessive sounds from nearby road traffic etc.

2 Low ceiling heights, restricting mechanical and electrical installations.

3 Lack of natural light to the classrooms, along with potential problems with over heating.

4 Lack of additional amenities such as sports fields and play grounds, although some designers have overcome this with rooftop open areas.

5 Means of escape in case of fire with corridor and staircase widths not being suitable and not enough means of escape staircases.

6 Security of the premises and ensuring that the classrooms remain a safe environment for the pupils.

Friday, 27 May 2011

Butler and Young: Converting exisiting buildings into classrooms / e...

Converting exisiting buildings into classrooms / education establishments - a technical guide to gain compliance with the Building Regulations