1. Lee Evans Partnership LLP www.lee-evans.co.uk

2. A quick history
lesson…………..
Information courtesy of...

3. HILLS - Post War Forerunner of CLASP & SCOLA (1944-1963)
C.L.A.S.P - Consortium of Local Authorities Special Programme –Nottingham
-The original “system build”, (1957-2005). Many sub-classes.
- Invented for mining subsidence areas with pinned column bases.
- The largest and most widespread system.
- Frame, cladding modules and furniture.
S.C.O.L.A - Second Consortium of Local Authorities (1962-1990).
-Conventional column bases –not pin jointed.
S.E.A.C - South Eastern Architects Collaboration.
- Predominantly established for Hertfordshire, Essex and Kent.
C.L.A.W - Consortium of Local Authorities, Wales.
C.M.B. - Consortium of Method Building -Mainly S.W. England (1963-1988)
Typical construction systems used between 1945 – 1980
across the UK
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4. Walls Typically
-2’8”, 3’4” or 4’ modules 2’8” is exactly
1/3 sheet of plasterboard.
-Later 600mm (SEAC Mark 3 -1972)
Beams Typically
-Depth = 1/12 of the span
-Beam spans 6’8” to 53’4”.
-Floor beam spacing typically 3’4”
-Roof beam spacing 6’8” or 10’.
Columns Typically
-Standard lengths 8’ –22’ in 2’ inc’s
-1-2 storey buildings –cold rolled.
-3 storeys –hot rolled.
Roof Typically
-Prefab timber roof panels, 6’8”/10’.
-Range of skylight sizes.
-Stressed skin diaphragm.
Cladding Typically
-Horizontal and vertical modules are related to stair treads and risers
-Basic cladding modules used –3’4”, 3’0”, 2’8”, 2’4”.
Information courtesy of...

5. Typical material variations for S.E.A.C
Often a mixture of at least two of the above
Information courtesy of...

6. Principles of a system built frame
Typically engineered to within an inch of its life with very little capacity for additional loading

7. Key health and safety issue - Asbestos
Often used for cladding and fire protection

8. An example in practice…
Kent BSF LEP 1 –
Community College Whitstable

9. The reality is often a bit like this – Piecemeal development, mixture of building typologies
This project only had an allocation of 21% new build requiring a large proportion of refurbishment

10. Ground floor model
First thing is to understand the existing buildings –
In particular how the education is currently delivered and the aspiration of future delivery

11. The best people to ask about the existing provision are the school –
You can make an intuitive assessment of the existing buildings but you must ask the school

12. The outcome of our engagement with the school is shown above –
Areas lined in yellow to be demolished

13. Master plan with demolitions overlaid Adjacency diagram
Understanding how the learning vision is critical –
This school operated as 3 mini-schools and understanding how these interacted was critical

14. = new build
= refurbishment
= refresh
= remodel
Proportion of new build against refurb & remodel –
Ensure that the campus feels and looks complete is critical, it is imperative that the refurb elements don’t end up second best

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Muster
All Weather Point School Decant Decant
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Pitch Accommodation Demolition
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Refresh Existing
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Refresh
Buildings
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Material Storage Site Parking Temporary
Contractor Kitchen
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Car Parking Ramp
Compound Deliveries
Refresh Deliveries
School
School Site
Vehicle Route Vehicle Route
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Point School Pedestrian
Boundary Routes
e Student
nu Car
ve Entrance
sA Site Parking Fire
wn Escape
Do Compound
Staff and Visitors
Community Entrance
Entrance Site
Learn Entrance
Construction split into 3 distinct phases – The school remained in occupation throughout
Direct
The above represents only 1 phase of the works – the major refurbishment phase

16. What you are likely to find…

17. A common situation in existing school buildings –
Under used space, institutionalised acoustically dreadful, confined by the existing structure.

18. The reality of the refurbishment – The previous corridor with the roof removed
From a construction perspective is understanding the risk - a buried asbestos lined trench ran the length of the corridor.

19. Don’t guess the detail if in doubt blank it out! –
Depending upon how the project is bid/tendered it may not be possible undertake detailed surveys before hand

20. The same courtyard following refurbishment –
Existing UPVC has been replaced with larch, all windows & doors have been replaced along with a new roof.

21. The same corridor after the refurbishment –
By curving the walls off the column line it is possible to create breakout spaces outside of the teaching rooms

22. The reality of the refurbishment –
Often basic construction elements are missing or have failed – in this instance the DPM has failed and requires replacing

23. The reality of the refurbishment –
In many instances it isn’t possible to prove existing structures when elements such as windows are replaced

24. The reality of the refurbishment –
Often there isn’t a lot left by the time you have removed the redundant structures – in this case we had a roof and floor.

25. When the new meets the old….

26. An existing 1970’s brick sports hall –
Our design required a new Creative Wing to be attached to this building providing both a physical and visual link to the school

27. A fairly major face lift –
The front of the building was removed in its entirety to enable the new wing to attach

28. The in between space –
The existing stair landings were retained as they were cast into the structure, we used them as Juliet balconies.

29. Appalling photo courtesy of iphone -
The in between space has been designed to be used for impromptu gatherings and presentation

30. The old and …………………………………… The new

31. The old and …………………………………… The new

32. The old and …………………………………… The new